Sample lesson plans The sample lesson plans exemplify how by xscape


									Sample lesson plans

The sample lesson plans exemplify how, in a sequence of lessons, it is possible
to embed the focused and interactive teaching of a curricular target within a
context that will engage and motivate a class. The lessons demonstrate
intervention teaching as they all include provision for teaching targeted groups
of pupils and supporting individual pupils within the whole class context.
Each sample sequence comprises three lessons. Although the number of
lessons is somewhat arbitrary, the development through the lessons –
orientation, skilling up, application and evaluation – is not.

orientation             Introducing the topic and the related learning in a way
                        that will engage and motivate the class.
skilling up             A focus on particular skills that need to be improved
                        and that can be applied aptly in the context of the work
                        in progress.
application and         Applying the skills to achieve an outcome relevant to
evaluation              the topic.
                        Reflection on the quality of the outcome and what
                        progress has been made.

The lesson plans are designed to support teachers in their work by exemplifying
good practice in planning. They should not to be seen as a model to follow
rigidly; the principles behind them are important rather than the specific detail of
the individual plans. As such, they can be used to:

       Help teachers to review current plans and make appropriate adjustments
       Enable a department to review and strengthen intervention teaching in
       whole class groups (‘Wave 1’ teaching)
       Help a teacher plan work with a mainstream class that supports and
       consolidates the learning of pupils who also receive specific additional
       intervention support e.g. via Literacy Progress Units (‘Wave 2’ support)
       Be adapted to inform the planning of additional small group support
Competent writer point 4
Sample teaching sequence

Lesson 1      Competent writers – organising principles

Objective     Explore and compare different methods of grouping sentences into
              paragraphs of continuous text that are clearly focused and well
Starter       Explain that there are many topics about which people disagree,
              like for instance mobile phones. Agree a controversial topic that is
              of interest to your class. Ask pupils to work in pairs, labelling each
              other A and B. ‘A’ pupils are to think of good points about the topic;
              ‘B’ pupils are to think of bad things. Jot ideas down on mini
              whiteboards, then share with each other. Take feedback and list
              class ideas on a large for and against grid. Keep for later.

Main          Introduction
              Display another short, discursive text on the OHP or whiteboard.
              Choose a subject with which pupils are familiar, such as homework
              or healthy school dinners and a text which is well-balanced, giving
              both sides of the issue. Use shared reading to demonstrate the
                      The overall structure of the text
                      The cohesive links between paragraphs
                      The structure of an individual paragraph with a topic
                      sentence and supporting detail
              Give pupils a paper copy of the complete text and ask them to
              annotate the rest of the text, text marking more examples of the
              above features.
              Most pupils work independently on text annotation as above.

              Work with a group of 6 pupils who tend to underline large chunks of
              text when text marking. Show them how to select appropriately,
              adding brief, pertinent annotation which is not overly descriptive.

              Individual support
              Teaching assistant works with individual to support identification of
              topic sentences and links between paragraphs. Pose the
              questions: Why do the paragraphs have to be sequenced in this
              order? Could they be organised in any other way?

Plenary       Organise pupils into groups of three or four. They should agree one
              thing they have learnt about:
                      The purpose of a topic sentence
                      The way paragraphs can be linked in a text
                      The way a discursive text can be organised
Lesson 2      Independent writers – organising principles

Skilling up
Objective     Explore and compare different methods of grouping sentences into
              paragraphs of continuous text that are clearly focused and well
Starter       Give pupils the six paragraphs from M o b i l e p h o n e s –
              nuisance or necessity? Resource attached below

              The topic sentences should be photocopied separately, on a
              different coloured card from the remaining parts of the paragraph.
              Ask pupils, working in pairs, to match each topic sentence to the
              rest of the paragraph.

Main          Remember
              Remind pupils about paragraph structure: topic sentences and
              further, related, supporting information.
              Take feedback from the starter activity, making sure that pupils
              have matched the topic sentences to the appropriate paragraphs
              and that they can explain their reasons.
              Refer back to the for and against grid from lesson 1 and choose
              one of the points. Model a topic sentence which encapsulates the
              main idea, e.g. Parents like their children to wear school uniform.
              Take ideas for further, supporting information and compose the rest
              of the paragraph (two or three more sentences) using shared
              Ask pupils to work in pairs. They should choose another point
              about the topic from the class grid and write a topic sentence. Hear
              some suggestions.
              Working independently, pupils compose the rest of the paragraph,
              making sure that it provides information which is linked to the topic
              sentence as well as providing further, supporting information about
Plenary       Ask pupils to share their paragraph with a partner, then with
              another pair. Ask each group to read aloud the “best” paragraph
              from their group and explain why they chose it.
Lesson 3          Independent writers – organising principles
Application and
Objective         Explore and compare different methods of grouping sentences into
                  paragraphs of continuous text that are clearly focused and well
Starter           Pupils work in pairs to think of ideas and examples connected with
                  the ideas on the for and against grid from lesson 1.

Main              Introduction
                  Hear pupil ideas on the topic from the starter and allow some
                  debate on the issues raised. Next model a very brief introductory
                  paragraph focusing your commentary on how your sentences are
                  linked to the topic sentence.
                  Set the pupils to write independently.
                  Their task is to:
                              select two good points and two bad points about the
                              topic using the for and against planning grid
                              write two, well-constructed, linked paragraphs which
                              follow the introductory paragraph and which argue either
                              for or against.
                  Most pupils work independently on the task set.
                  Work with a group of 6 pupils who have difficulty composing well-
                  structured paragraphs. Ask pairs to suggest a topic sentence for
                  one paragraph and agree as a group the supporting information
                  which might follow. Provide a cohesive link between the two
                  paragraphs as a “gift to the group”, e.g. Furthermore… Support
                  these pupils as they write independently.
                  Individual support
                  Teaching assistant works with an individual who needs help getting
                  started. Provides support with the composition of the topic
Plenary           Display the work of one pupil on the OHP. (This needs to be pre-
                  arranged, perhaps as part of the guided session.) Invite pupils to
                  assess the work through the use of agreed, shared criteria related
                  to the lesson objective.
Lesson Resource

Mobile phones – nuisance or necessity?

Do you own a mobile phone? Young people seem to love them, spending hours chatting
to friends or texting messages to each other. Many adults also find them invaluable,
using them for business and social purposes. Many people, however, find them intrusive
and irritating and would like to see them banned from public places. As with so many
issues, there are two sides to the debate about mobile phones.

One reason why mobile phones are so popular is that they give us immediate access to
other people. How often have you seen shoppers in supermarkets on their mobiles,
checking what they should buy for dinner that night or people on trains phoning home to
arrange a lift from the station? Mobile phones are a great means of communication; we
can keep in touch with whoever we want, whenever we want, wherever we are – as long
as the other person has their mobile switched on!

Another reason for their rapid rise in popularity is that, like so much modern technology,
mobile phones are constantly improving. It is now possible to buy phones which allow
you to send and receive photos and e-mails. You can even download games and videos
from the internet. Mobile phones have become more than a means of easy
communication; they are fun and fashionable and that’s why they’re so popular with
young people.

However, there is a downside to the widespread use of mobile phones. Many people
would argue that mobile phones have created poor social behaviour. How often have
you been interrupted by an annoying ring tone in the cinema or irritated by somebody’s
loud – and often personal – conversation in a public place? Mobile phones have, quite
simply, led to bad manners and that is why cinemas, theatres and even certain train
carriages are now designated mobile-free zones.

Furthermore, there would seem to be a health risk attached to the use of mobile phones.
Scientists agree that mobile phone users expose themselves to potentially damaging
radio waves and chief medical officers believe that young people are especially
vulnerable. And these aren’t the only health risks… Numerous car accidents are now the
result of the driver being distracted whilst using a mobile phone and the number of
muggings involving the theft of mobile phones is on the increase.

Clearly then, there are two sides to this debate. Do mobile phones keep us safe or make
us potential victims of street crime? Are they a wonderful way of helping people to stay
in touch or an irritating social nuisance? Love them or hate them, mobile phones are
probably here to stay. Perhaps the real problem lies not with the phones themselves but
with the people who use them?

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