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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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- 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.
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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 is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
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This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
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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 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.
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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.
8NE Newspaper article 29.4.2016
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7NE Hunger games L15 plan
This lesson plan is for a mixed ability Year 7 class studying The Hunger Games. The learning goal is for all students to write up their assessment in a neat format. Students will find their draft assessments and rewrite them neatly, which will allow the teacher to formatively assess their work. Key terms that will be discussed are dystopia, utopia, characters from the book, and resources include copies of The Hunger Games books and lined paper for students to rewrite their assessments.
9AS Assessment feedback 3.5.2016
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
9AS Planning 24.5.2016
1) The lesson plan is for a Year 9 class studying An Inspector Calls and focuses on planning for an assessment question on the theme of responsibility.
2) Students will collaboratively plan for the assessment question using a PEELA template and share character quotes they have found that relate to responsibility.
3) Formative assessment includes students sharing quotes, writing quotes on posters for others to see, and receiving a model for planning their essay answers.
Formal Observation 7NE 20.4.2016
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
Formal Observation 8NE 11.3.2016
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
Formal Observation 7NE 25.5.2016
Jeremy Tang, a student teacher, was observed teaching a lesson on errors in writing to a class of 7th graders. The observer notes that Jeremy sets high expectations, treats students with respect, and provides evidence of good subject knowledge in explaining writing errors. Some targets for improvement are identified, such as focusing more on writing content than just spelling and grammar. Overall, the observer judges that Jeremy is making the required progress in the PGCE program at this stage.
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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.
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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.
8NE Newspaper article 29.4.2016
This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The objectives are for students to learn how to write a newspaper article focusing on purpose, layout, audience and style. Formative assessments include recapping events from Act 3 Scene 1, ordering events in a worksheet, and analyzing sample opening paragraphs and homework articles using PALS conventions. Students will work in pairs to analyze articles and order events using APK and collaborative learning strategies. Key terminology includes Romeo and Juliet, William Shakespeare, newspaper articles, and headlines. Resources are a worksheet ordering events from Act 3 Scene 1 and students' own newspaper articles.
7NE Hunger games L15 plan
This lesson plan is for a mixed ability Year 7 class studying The Hunger Games. The learning goal is for all students to write up their assessment in a neat format. Students will find their draft assessments and rewrite them neatly, which will allow the teacher to formatively assess their work. Key terms that will be discussed are dystopia, utopia, characters from the book, and resources include copies of The Hunger Games books and lined paper for students to rewrite their assessments.
9AS Assessment feedback 3.5.2016
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
9AS Planning 24.5.2016
1) The lesson plan is for a Year 9 class studying An Inspector Calls and focuses on planning for an assessment question on the theme of responsibility.
2) Students will collaboratively plan for the assessment question using a PEELA template and share character quotes they have found that relate to responsibility.
3) Formative assessment includes students sharing quotes, writing quotes on posters for others to see, and receiving a model for planning their essay answers.
Formal Observation 7NE 20.4.2016
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
Formal Observation 8NE 11.3.2016
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
Formal Observation 7NE 25.5.2016
Jeremy Tang, a student teacher, was observed teaching a lesson on errors in writing to a class of 7th graders. The observer notes that Jeremy sets high expectations, treats students with respect, and provides evidence of good subject knowledge in explaining writing errors. Some targets for improvement are identified, such as focusing more on writing content than just spelling and grammar. Overall, the observer judges that Jeremy is making the required progress in the PGCE program at this stage.
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