9AS Lesson 3 SH context AfL post-it notes
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This document appears to be a stream-of-consciousness piece written in an abstract style. It discusses various disjointed topics including unions, socialism, politics, and rule. References are made to being tired and wanting to escape but not knowing what is real. The writing seems to explore complex ideas through unconventional language and structure.
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Weekly lesson evaluations 9th - 13th May
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.
A level questions for alex
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
9AS Responsibility Essay Katie
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
Scheme of Work - Hunger Games
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:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Hunger Games PPT
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.
7NE Hunger Games L10
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.
8NE Newspaper article 5.5.2016
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
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