1. JOHN HENRY NEWMAN CATHOLIC COLLEGE
Lesson Plan
Staff
AGR
Class
8Y1
Period
1
Date
20.01.14
Subject
Digital
Studies
Mixed/
Set
Set
Male Female End KS
5c 6a
Context of Lesson (including prior learning): Lesson Focus
Topic: First World War Poetry
Prior Learning: Pupils have studied a range of poetry from
the war, examining the tone, mood and themes of such
poetry and the historical context. In the prior lesson, pupils
looked at the key events in Sassoon’s ‘Suicide in the
Trenches’.
National Curriculum: This lesson is linked to the English
N.C, as pupils are developing their ability to analyse the
intended effect on the reader of the poem.
LO: To explore the effect of the poem ‘Suicide in the
Trenches’ on the reader, and to examine the techniques
used by the poet to bring about this effect.
By the end of the lesson, students will be able to write a
PEE paragraph in which they identify the effect on the
reader, techniques used to generate this effect and
examples from the poem.
Starter Activity/Hook
Time
8:45-8:48
Teacher Activity
(including teaching style)
Teacher to welcome pupils to the class
and to model examples of ways to
complete the activity.
Learner Activities
(including differentiation)
Pupils should work independently to
complete the sentences provided using
metaphors.
Assessment
Opportunities
(including AfL)
Link to prior learning – use
teacher-led review to check
understanding
Main Activity
Time
8:48-8:50
8:50-8:57
8:57-9:05
9:05-9:15
9:15-9:30
Teacher Activity
(including teaching style)
Teacher to introduce learning objectives
and steps to success.
Teacher is to read out the poem and
explain the first task. Teacher is then to
facilitate the task by moving around the
room to check understanding.
Teacher to introduce the concept of
Tenor-Vehicle-Ground for analysing
metaphors. Teacher to then use
questioning to elicit understanding of the
seasons metaphor in the poem.
Teacher to move around the room to
assist pupils individually as they
progress through the task.
Teacher to go through success criteria,
to model ways of thinking about the
question, and then to facilitate the
activity by supporting pupils individually.
Learner Activities
(including differentiation)
Pupils should access the lesson activities on
the VLE whilst listening to the learning
objectives for the lesson.
Pupils should use the sentence starters
provided to examine the soldier’s emotions
in stanzas 1 and 2 [independent].
Pupils to listen to concept, and then be
ready to offer examples to demonstrate and
develop understanding of this method of
analysing metaphors. Pupils to offer
suggestions for the connotations of a
seasons metaphor.
Pupils to complete the table in which they
analyse the implications of using a seasons
metaphor to illustrate the emotions of the
soldier.
Pupils to complete the PEE question
independently.
Assessment
Opportunities
(including AfL)
N/A
Mini-plenary: hinge questions
based on quotes from the poem.
Teacher-led questioning
‘Bouncing’ – ask pupils for their
own responses, then use
Bloom’s questioning to facilitate
discussion and promote higher-
order thinking.
Peer-assessment – pupils to
give each other a WWW and
EBI.
Plenary

2. Time
9:30-9:45
Teacher Activity
(including teaching style)
Teacher to re-cap the success
criteria and level requirements
Learner Activities
(including differentiation)
Pupils to re-draft their answer
using their partner’s WWW and
EBI.
Assessment
Opportunities
(including AfL)
Pupils to give themselves a level
and explain why they deserve
this level. They must then submit
their work.
Developing Literacy
skills
(including key words)
- Writing: Pupils will develop the ability to use evidence to back up their point,
and will write in full sentences and paragraphs.
- Reading: Pupils will develop their ability to comprehend poetry and infer
information from the language used.
- S&L: Pupils will develop the ability to verbally explain their views, listen to
other pupils’ views and respond accordingly
Learning Outcomes / Success Criteria ( based on Minimum Expected Level of Progress )
Know the change in the soldier’s
emotions
Analyse the metaphor used to show
this change in emotion.
Evaluate the effect of the poem on the
reader.
Differentiation by
Resource Student Name
Ensuring resources are adapted to suit appropriate reading levels All pupils
Designing resources to capture the interest of the student All pupils
Providing a wide variety of media including effective use of ICT All pupils
Effective use of study guides
Providing a help desk with additional resources to support independent learning
Task
Providing a variety of differentiated tasks/resources All pupils
Matching tasks to students’ abilities, aptitudes and interests All pupils
Scaffolding the learning All pupils
Providing extension tasks to challenge/embed the learning
Support
Providing support from other adults/lead students where appropriate
Planning opportunities for individual support from the teacher All pupils
Providing support from carefully resourced systems and technology All pupils
Collaborative learning groups (including self and peer assessment) All pupils
Small group tutoring to support development of learning skills
Response
Making the objectives accessible to all students All pupils
Making the assessment criteria explicit All pupils
Preparing differentiated questions based on Bloom’s taxonomy All pupils
Providing effective feedback to enable students to take their next steps in
learning ( EBI )
All pupils
Using Learning logs to evidence acquisition of PLTs
Other planned differentiation strategies
Seating Plan Attached