1. Lesson Plan pro forma
Class: 7NE
(mixed ability sets)
indicate levels of attainment
Date:
20/4/2016
Time: 12:20 –
13:25
No. of pupils:
30
Unit /SoW: The Hunger Games
Key Learning Goals:
ref. to exam board criteria/NC as
appropriate
… in pupil-friendly format:
1) To be able to describe the scene of
the reaping in detail
2) To be able to recall what happens
in Chapter One
Expected Learning Outcomes:
all pupils? some pupils? a few
pupils?
All pupils will understand the
techniques to describe the reaping
in vivid detail. Students will produce
their own ideas for each technique
on a A3 piece of paper, and they will
share their ideas to the rest of the
class. Pupils will write a diary entry
for homework.
Opportunities for Assessment:
Formative & summative
Recap – students will summarise what we read last lesson so that it allows
them to access their prior knowledge
Class reading – As a class, students will read ‘The Hunger Games’, using
the lollipop method. Teacher will ask why it is important to read aloud.
Clip from the film – students will watch the ‘reaping’ clip, thinking about
the atmosphere of District 12
Think, Pair, Share – students will think about what techniques are used as
a pair, and share it to the class. This will allow them to think about what
they already know
Group work – students will have a technique that they will have to write
words and phrases for. By doing this collaboratively, this will help with
differentiation and teamwork.
Carousel – one student in the group will stay with their work, whilst the
rest of the class will move around and make notes from each group. This
will give them ideas for their homework.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Using techniques to vividly describe District 12 – by using collaborative
techniques and a carousel, this will help students who are weaker, as well as let
the stronger students take the leading role.
2. EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition,
feedback, cognitive challenge, subject knowledge, summaries and note-taking
Collaborative learning – students will be working together when they are
writing down words and phrases for each technique. This will allow for
differentiation, with the stronger ones leading the group and guiding ones
who may be weaker.
Key Terminology:
Dystopia
Utopia
Hunger Games
Primrose Everdeen
Katniss Everdeen
Resources:
A3 sheets of different techniques
Homework and practice:
• Imagine you are a person living in District 12 and you are witnessing the
reaping.
• Describe what is happening in a diary entry.
• Written on a piece of lined paper or typed up
• Due Wednesday 27th April
3. Time Task
12:30
10’
Silent Reading
12:33
3’
Recap
T asks students to recap what we read last lesson
12:48
15’
Class Reading
The Hunger Games – pp. 14 – 23 (Chapter One)
Students are chosen to read using lollipop sticks. Each student will read 2 pages.
12:51
3’
Homework Task
Teacher will set homework to students. Task is to imagine that they are a person living in District 12 and they are
witnessing the reaping. They have to describe what is happening in a diary entry. It has to be written or typed up.
Due – 27th April.
12:55
4’
Video – The reaping
Students will watch a video of the reaping and will be asked to think about it in terms of being present. What could you
describe about the reaping?
12:58
3’
Think, Pair, Share
Students will think about what techniques are used to describe in detail. They will discuss this with their partner, and will
feedback to the class. Teacher will write down their suggestions, and bring up ones which have already been set.
13:10
12’
Group work
In groups of 4, they will have a technique to mindmap words and phrases which they can use to describe the writing. It is
scaffolded so that there are questions if they are stuck.
4. Differentiated so that teacher chooses which technique each group does, and elects group leader when going around
groups
13;20
10’
Carousel
One student from the group will stay at the table, whilst the rest goes around. The person who stays at the table will
describe what they have written, and the groups going around have to write down at least 3 things that work extremely
well and can be included in their homework.
13;25
5’
Plenary
What word or phrase that you have written down do you think produces a clear image in your head?
