This lesson plan is for a Year 9 class on travel writing. The learning goals are for students to understand how writers draw readers into passages and implement techniques of travel writing. Students will analyze an extract from "Between a Rock and a Hard Place" in groups to identify characteristics of travel writing. They will then write a paragraph continuing the story using these techniques, creating tension. Formative assessment includes a starter quiz, group work analysis, and post-it feedback. The lesson incorporates collaborative learning, prediction, and analysis of text.

1. Lesson Plan pro forma
Class: 9AS (ii)
Set ability (around level 5/6
on the old NC levels)
indicate levels of attainment
Date:
26/1/2016
Time: 12:20 –
13:25
No. of pupils:
23
Unit /SoW: Travel Writing Unit – Students
have just completed an analytical
assessment of the extract ‘Touching the
Void’
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
… in pupil-friendly format:
 to be able to understand how
the writer draws the reader into
the passage
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the
characteristics of ‘travel writing’
Some pupils will be able to understand the
characteristics of travel writing, and
understand how to implementitinto writing
A few pupils will be able to write a coherent
paragraph using the techniques that have
been spoken about
Opportunities for Assessment:
Formative & summative
Formative assessment
 checking whatthey already know abouttravel writing in the starter
 analysis of extracts in group – participation
 Plenary – post-it notes checking whether they can implementthe LG
Summative assessment
 Paragraph on what mighthappen nextusing the characteristics of travel writing
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Analysing the extract – students will be working in groups, so this will help
and will also aid differentiation as the stronger ones can work with the
weaker ones.
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
 APK – starter
 Collaborative learning – throughout the lesson
 Prediction – title prediction, as well as predicting what will happen
after the extract

2. Key Terminology:
 Travel writing
 Tension
 Between a Rock and a
Hard Place
Resources:
 Extract from ‘Between a Rock and a
hard place’ (x23)
 Prediction sheets (x23)
 PPT
Homework and practice:
N/A

3. Lesson Content and Timing:
Stages &
Timing
Learning goals, activities & teaching points Learning outcomes
and AfL
12:30
10’
Silent Reading – Ss filter in and get out their reading book.
12:35
5’
Ss copy down title, date and LG. T talks through their previous work, and how we will
be working towards a new assessment, which will be writing their own piece of travel
writing
12:40
Starter
5’
What are the characteristics of travel writing? Ss will think-pair-share for 2 mins,
jotting anything down which they mention. After 2 mins, Ss will feedback with T,
boarding up all ideas and getting students to copy it down in their books.
Mindmap –
‘characteristics of
travel writing’
12:50
Prediction
of story
10’
Prediction of story - Ss will be shown a picture of a severed arm, and they will have to
jot down as many words that come to their heads. Thereafter, theywill be given the
title of the story. Using this title, they have to predict what the story is about using the
5 W’s. Feedback to T.
Worksheet –
predictions
Completed list of
words for the severed
arm
13:05
Analysis of
text
15’
T reads out text first. Ss have to just listen and give their thoughts to it. Thereafter, T
assigns one para to each table. Theyhave to analyse meticulously using the
characteristics from the mindmap. Ss present findings back to group.
Extracts of text
Annotated extracts of
text using mindmap
characteristics

4. 13:20
Writing
15’
Ss write a paragraph using the characteristics from the extract, and what we have
spoken about. Theyhave to follow on from the story, and can be as imaginative as
they can, but they have to include as much tension as possible.
1 paragraph following
on from the extract
13:25
Plenary
5’
Plenary – Ss write down an example of their writing on a post-it note, explaining why
there is tension. This will tell the T whether they have hit the learning goal set at the
start of the lesson.
AfL - Post-it note with
example of their own
writing