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 Orientation Objective Explore and compare different methods of grouping sentences into paragraphs of continuous text that are clearly focused and well developed. 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 following: 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. Independent Most pupils work independently on text annotation as above. Guided 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 developed, 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. Model 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 composition. Try 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. Apply 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 it. 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 evaluation Objective Explore and compare different methods of grouping sentences into paragraphs of continuous text that are clearly focused and well developed. 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. Independent Most pupils work independently on the task set. Guided 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 sentences. 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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