1. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject English Class Y11
Lesson Title Eddie Carbone’s relationships Date 26.03.2014
1
Personal Teaching and Learning Targets (taken from evaluations and learning conversations referencing QTS standards)
1. Link lessons to the National Curriculum and English assessment foci
2. Incorporate opportunities for self- and peer- assessment
3. Make success criteria more explicit
Learning Objectives
(Highlight those to be shared with pupils)
Learning outcomes/Success Criteria
(Highlight those to be shared with pupils)
LO: To be able to analyse Eddie Carbone’s character and relationships
1 – To remember key points about Eddie’s relationship with Beatrice and
Catherine
2 – To understand how Eddie’s relationships develop by using evidence
from the play
3 – To analyse Eddie’s relationships at the start of the play
You have identified at least one feature of each relationship.
You have found relevant quotations to back up statements about Eddie’s
relationships.
You have produced an answer to the question that includes:
- A point (MUST)
- Evidence to back up your point (SHOULD)
- Analysis of the effect of this evidence (COULD)
Context (National Curriculum links, scheme of work information, insight into previous lesson, etc.)
Pupils are studying the IGCSE. They have watched a recorded production of ‘A View From The Bridge’. Last lesson, pupils read pages 1 – 23 as a class.
The play will feature on their IGCSE exam in the summer. At the moment, the current focus is on characters and relationships between them.
Individual learners’ needs Developing and incorporating literacy, numeracy, and ICT:
Literacy
- Reading comprehension and selection of appropriate quotations
- Analysis of language and written content
- Writing: constructing PEEL paragraphs

2. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject English Class Y11
Lesson Title Eddie Carbone’s relationships Date 26.03.2014
2
Learning and Teaching Sequence
Time
Link to learning
objectives and outcomes
Pupil Teacher Differentiation Assessment
0 – 5
5 – 7
7 – 15
15 – 30
30 – 50
50 - 60
Starter
Introduce LOs
1 – To remember key points
about Eddie’s relationship
with Beatrice and Catherine
2 – To understand how
Eddie’s relationships
develop by using evidence
from the play
3 – To analyse Eddie’s
relationships at the start of
the play
Review
Pupils should complete the cloze
activity relating to prior learning.
Pupils should consider what they have
learnt about Eddie’s relationships with
Catherine and Beatrice and record
ideas on post-it notes. They should
stick them on the interactive WB.
Pupils should use pages 22 – 26 to
source evidence to back up particular
statements about Eddie’s relationships.
Students should use the prompts and
their prior work to begin working on the
set question about Eddie’s
relationships.
Pupils should identify where they have
made a point, given evidence,
explained their evidence and linked
back to the question.
Welcome pupils. Direct them to
complete the starter activity.
Initiate discussion/thinking about
Eddie’s relationships and what we have
learnt about them so far. Participate in
activity. Lead review of ideas and
comments.
Introduce the task. Move around the
class facilitating the activity and guiding
pupils. Discuss the impact of
Rodolpho’s arrival on Eddie and
Catherine’s relationship.
Move around the room to support
particular groups of pupils and ensure
understanding and engagement with
the task.
Model how pupils should go about
reviewing their work. Summarise key
learning points and relate to objectives.
Hints included
By outcome
By resource
By support/by
outcome
By task
Teacher-led
review
Bloom’s
Questioning
Hinge questions
In-task feedback
Self-assessment

3. PGCE School Direct Secondary Lesson Plan
Trainee Name AGR Subject English Class Y11
Lesson Title Eddie Carbone’s relationships Date 26.03.2014
3
Lesson Evaluation
What was successful/not so successful? Why? What can I do about it? Annotate your lesson plan using these prompts:
Explanation Questioning Assessment Differentiation Transitions Engagement Relationships Literacy Numeracy ICT Involvement of other adults
These prompts are a guide for reflection, you are not expected to use all the prompts, but you are expected to demonstrate reflection.
Targets