The teacher evaluated their lessons from the previous week. For year 7, lessons on The Hunger Games went well, though more plenary time was needed. Group work benefitted year 8 when analyzing Romeo and Juliet, but less time should have been spent on spelling. Year 9 collaborated well in writing summaries of Act 1. For year 10, different teaching methods than the regular teacher made students less engaged with analyzing poetry. The teacher resolved to improve time management, plenary discussions, and developing confidence with year 10.

1. Weekly Lesson Evaluations prompt sheet
Week beginning: 11th
April – 15th
April 2016
Targets from last evaluations:
 Design a SoW on ‘The Hunger
Games’ to make it innovative, fun and
exciting
 Get ahead of planning so that I can
make sure the lesson is more
structured
Reflective Practice: how successful were the lessons?
Year 7
I taught three lessons with my year 7 class, which started on the new scheme
of work, The Hunger Games. We focused on this idea of a dystopia, thinking
about problems with the 21st
century, and how we can exaggerate these
problems. At the end of the lesson, I felt that they made progress,
understanding what a dystopia was and they were able to describe their own
dystopia. I felt that more plenary time would’ve benefitted to hear other
students’ work – only one person was able to feedback so timings could be
improved. In the second lesson, I focused on the idea of themes and motifs,
and for students to understand what they are and how they are incorporated
into The Hunger Games. I felt the group work was extremely beneficial as it
helped differentiate, and encouraged team work and the sharing of knowledge
between others. Their ideas were extremely coherent and interesting when
they gave feedback on the motifs, and what ideas it conjured up. The final
lesson of this week focused on looking at the opening paragraph of The
Hunger Games. We looked at how the writer created tension using positive
and negative words. I feel that some students are still struggling with PEE
paragraphs, and I need to take a lesson to go over it.
Year 8
I taught two lessons with my year 8 class, which started looking at Act Two
and giving feedback for their assessment. I went through department protocol
for their assessment feedback, making sure they write an improvements
paragraph and gave generic feedback for the class as a whole. They were
extremely grateful that they could see mistakes from other students, and that I
picked out specific words for spelling. They were also able to peer assess
their paragraphs, picking out what went well by writing down the feedback
points that were made, and giving targets to focus on. For the second lesson,
we focused on Act Two Scene Two, where Romeo and Juliet show their love
for each other on the balcony. They were able to directly translate parts of
Romeo and Juliet which was brilliant, but I felt that this should not have taken
so long. I understand I put in a spelling test beforehand, but I feel that I should
have been able to get through more of the content and started writing their
scripts.
Year 9
I taught three lessons with my year 9 class, which finished looking at Act One.
We finished annotating Act One, and then did a collaborative lesson where
they wrote summaries for key parts of the play. I felt this worked extremely
well as each individual student had roles (e.g. finding quotes/scribe) and
many groups thought in depth about their section. Using the summaries, this

2. was typed up so that every student could get a copy. To combat behaviour in
terms of not staying on task, I felt that I could have handled it better by
possibly stopping several times during the lesson so that I could refocus the
students and ask them what ideas they were putting into their summaries.
Year 10
I took two lessons with Year 10, focusing on the poetry anthology and
language non-writing paper. I looked at Owen Sheers Mametz Wood, which I
think went well. However, I do feel that my methods are different to that of the
class teacher, and I am still trying to get on the right side of them. For
example, getting students to think about Mametz Wood using a word cloud
was hard because they were not enthusiastic about it. I feel that I need to take
it back to basics, and make sure that they have a way into the poem that will
be enjoyable. I also feel that dented my confidence as I felt that I was not
doing well.
Action Points:
 Make sure there is enough time for writing and plenary
 Develop confidence with Year 10 classes by learning names