9AS Annotations 10.5.2016 Lesson plan
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This lesson plan is for a Year 9 class studying Act Two of An Inspector Calls. The learning goal is for students to critically analyze pages 30-34 of the play. Students will annotate their copies of the text. Formative assessment will include teacher questioning to check understanding of terminology and Mrs. Birling's character. Students will recap the play for the class. Annotating the play and teacher questioning are intended to help students progress in comprehending individual utterances. Collaborative learning will be used as students share ideas in identifying and analyzing the play. Key terminology includes An Inspector Calls, capitalism, J.B. Priestley, and Mrs. Birling. Resources are the play book. Homework is to write a summary
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This lesson plan is for a Year 9 English class focusing on Act Two of An Inspector Calls. The lesson will have students annotate pages 35-40 of the play to critically analyze Mrs. Birling and assess their understanding through teacher questioning and student-led recaps. Cognitive challenges will come from annotating the play and being questioned on specific quotes, while collaborative learning will be used to share ideas about analyzing characters and themes.
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9AS Annotations pp. 35 - 40 16.5.2016 plan
This lesson plan is for a Year 9 English class focusing on Act Two of An Inspector Calls. The lesson will have students annotate pages 35-40 of the play to critically analyze Mrs. Birling and assess their understanding through teacher questioning and student-led recaps. Cognitive challenges will come from annotating the play and being questioned on specific quotes, while collaborative learning will be used to share ideas about analyzing characters and themes.
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AIC - Annotation extract
Mrs. Birling speaks confidently to the Inspector, claiming she does not think she can provide much help to his investigation into the suicide of a young woman. Her daughter Sheila urges her not to say things she will later regret, warning that the Inspector's questioning made all of them realize how confident and pleased with themselves they had been. When Mrs. Birling tells Sheila she seems tired and should go to bed, Sheila refuses, saying she wants to understand why the girl killed herself. Mrs. Birling dismisses this as "morbid curiosity" but Sheila insists and tries to warn her mother not to distance herself from the girl or the Inspector will break down any barriers she tries to erect.
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Romeo and Juliet meet at the Capulet's ball. During their first conversation, they use religious language to describe one another and their growing affection. Romeo sees Juliet as a holy saint, referring to himself as a pilgrim who has traveled far to reach his sacred destination - Juliet. The romantic, physical language builds upon religious terms and imagery, with rhyming couplets that build towards a climactic kiss. The document provides context for understanding Romeo and Juliet's thoughts and feelings during this pivotal first meeting.
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2) The two families, the Montagues and Capulets, are embroiled in an ancient feud. Romeo and Juliet fall in love despite being from opposing families.
3) They secretly marry with the help of Friar Laurence, hoping to end the family feud. However, the plan goes awry and both Romeo and Juliet die, ending the feud between their families.
SHAKESPEARE: IAMBIC PENTAMETER
Romeo and Juliet speak 14 lines to each other when they first meet, forming a sonnet. A sonnet is a poetic form often used to write about love, encapsulating the origin of their love. The sonnet also links their love to the tragic fate described in the prologue sonnet through its similar rhyme scheme. Shakespeare uses the sonnet form to express their perfect love while also relating it to their future deaths.
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The lesson plan focuses on introducing students to the topic of cities through discussion questions, a video, and brainstorming activities. Students will practice recognizing gerunds and infinitives through a cloze exercise and grammar explanation. They will also connect contrasting ideas by developing a short role-play to practice this grammar point.
Game literacy lessons.pdf
This document outlines lessons on various topics:
1) A mathematics lesson on multiplying multi-digit numbers by one-digit numbers.
2) A English lesson revising the past simple tense and irregular verbs.
3) An activity where students are divided into teams to find treasures around the city by solving clues, taking selfies as proof.
It then discusses a lesson on phraseological units, their origins and uses. The lesson aims to help students distinguish free and stable expressions and expand their vocabulary.
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This document provides information about a Year 9 Core Subject Curriculum Information Evening held at St Benet Biscop Catholic Academy. It includes an agenda for the evening with presentations on the Flight Path model used in all subjects, as well as information sessions on GCSE subjects including English, Maths, Science, and RE. The document outlines changes to the new GCSE specifications and assessment formats. It provides course overviews and homework examples for each subject. Presenters are listed to answer specific subject queries during the question portion of the evening.
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This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
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This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
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This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
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Weekly lesson evaluations 25th - 29nd apr
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
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The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
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This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
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- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
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The unit
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Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
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This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
7NE Hunger Games L9 plan
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
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9AS Annotations 10.5.2016 Lesson plan
- 1. Lesson Plan pro forma Class: 9AS (ii) Set ability (around level 5/6 in the old NC levels) indicate levels of attainment Date: 10/5/2016 Time: 12:20 – 13:25 No. of pupils: 23 Unit /SoW: An Inspector Calls – Act Two Key Learning Goals: ref. to exam board criteria/NC as appropriate 20th century text for GCSE English Literature … in pupil-friendly format: LO: To critically think about Act Two, specifically pp. 30 – 34 Expected Learning Outcomes: all pupils? some pupils? a few pupils? Pupils will annotate pages 30 – 34 of their An Inspector Calls book. Opportunities for Assessment: Formative & summative Teacher questioning – teacher will ask students questions to check for understanding on terminology and the features of Mrs. Birling Recap of the play – students will recap the play to the rest of the class, so that the class knowwhat is going on Cognitive challenges: Desirable difficulties for all abilities; how will students progress? Annotating the play – students will be annotating the play so that they have a set of comprehensive notes for their GCSE exams. To progress, the teacher will question students about individual utterances. 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 – sharing their ideas when identifying and analysing the play Key Terminology: An Inspector Calls Capitalism J.B. Priestley Mrs Birling Resources: AIC book Homework and practice: Act Two Summary Due 16th May 2016