BIDDULPH HIGH SCHOOL
‘An Outstanding Academy’
TOPIC: AS English Literature: ‘The Wasp Factory’ LESSON: Week 5, Lesson 3
STAFF: MTA DATE: 7
Feb GROUP:12V Lit Room: 111 PERIOD: 4 BOYS: 6 GIRLS:
This class have spent the last 4 weeks reading and analysing Iain Banks’ gothic novel, ‘The Wasp Factory’, as part of their
preparation for their summer examination (focused on ‘the struggle for identity in modern literature’). Previous lessons have focused
on plot, character, theme, technique and symbolism, and the class have made tentative links to other texts (a key skill for the
examination). This lesson is intended to raise the bar in terms of challenge, inviting students to first analyse the key symbolism of
chapter 8, before enabling them to make links to texts that they have not seen before or studied before. Students will make progress
in terms of their ability to evaluate Banks’ use of symbolism (and recognising alternate views), and in their knowledge and
understanding of wider reading texts. Their ability to recognise and explain links between texts will also be developed. Students will
teach their texts in more detail next lesson.
12V is one half of the AS English Literature Group. Target grades (from ALPs - see seating plan) range from A-C, and
tasks/questioning is adapted to stretch and challenge wherever possible. The students in the group enjoy English and behaviour in
the class is usually good, though can sometimes suffer through over-enthusiasm and silliness. The tasks completed in class are
designed to cover a range of teaching and learning styles whilst allowing pupils the chance to work in groups and independently. For
this lesson, the emphasis will be on group work, as discussions on the effect of language/recognising alternative views and the
ability to link texts are crucial in this subject.
Pupils read and analysed chapter 8 in preparation for this lesson. They will read and analyse chapter 9 for tomorrow’s lesson.
LEARNING OUTCOMES Blooms (HOTS)
Be able to…
1. Explore the symbolism of ‘The Wasp Factory’, described in chapter 8.
2. Analyse and explain your given text, and make effective links to the themes
and techniques found in ‘The Wasp Factory’.
Immediate engagement of pupils TIME
Pictures on the screen (symbols from or related to the text). Students have to consider their relevance and meanings. 5 mins
CONNECT THE ‘BIG PICTURE’ (What have we learned already, what will be learning and how is the learning linked?) TIME
Extended starter activity – Working in their table groups, students will attempt to draw, label and annotate a picture of
‘The Wasp Factory’, focusing on the symbolism employed by the author. This will re-cap the section we read in class
yesterday, and will build on the group discussions that took place at the end of the lesson. One member from each group
will have 60 seconds to feedback to the rest of the class (outcome 1).
ACTIVATE and DEVELOP the learning (main learning
Assessment for Learning
(Including mini plenaries/well
Opportunities to support
vocab/development of key
skills where appropriate
Opportunities to support
Main task – Students to move into differentiated groups
(see sheet – hearts, diamonds, clubs and spades) and
work together to analyse / annotate their text. Texts have
been chosen to stretch pupils according to their target
grade / ability. Students will be encouraged to recognise
alternate views and to make effective links between their
text and others that they have read (including ‘The Wasp
Factory). Option to record their feedback on the Flip
cameras, or to present their findings as a group
Extended Plenary Feedback – Students to feedback
their findings (and links) to the rest of the class. Other
pupils to ask questions/offer alternate ideas as necessary
Post-it note: What do you know now that you didn’t
before? What can you do now that you couldn’t before?
Place post-it on to Grade line.
I will circulate between the
groups, seeking to let the
students find their own way
through the work, though
asking questions to prompt
further discussion. More able
students should prompt peer
Students will share findings
and ideas, allowing me to
assess progress (and use Q
and A to develop further).
Opportunity for teacher to
check progress of all pupils.
Reading / analysing texts.
Working as a group to
Annotating texts as
Issues of SMSC raised by
the different texts.
Presenting ideas to the
KEY SKILLS AND CONCEPTS
How are you developing:
Reading, writing, communication:
L2L/Independent study skills:
Activities throughout the lesson are based on close reading and detailed written annotations.
Pupils will have to communicate clearly in group activities and when using the cameras.
Symbolism of numbers (clock, chapters etc.)
Theme of identity (both self and in the eyes of society) in central to this lesson. Discussion of
moral and spiritual issues is also likely in the analysis of the text.
Blend of learning styles and independent activities throughout the lesson.
Laptop, projector, novels, resources, big paper, cameras.
INCLUSION (EAL/SEN/FSM/LAC/Ethnic minorities/Pupils returning from exclusion)
Name How are needs to be met (including role of TA)
No Ever 6, SEN, FSM, LAC students
in this group.
Foreign language student If Eliska is in class, she works with Becky Goodwin to
aid her understanding of the text / tasks.
HIGH ACHIEVERS (G&T) How are needs met
The most able pupils are not necessarily those targeted an A grade. Ed
Mellor, Ellie Bradshaw, Becky Goodwin, Sam Pemberton and Sam Hall are
the most able in terms of analysis and oral contributions, though both Sam
Hall and Pemberton can struggle to get their ideas down on paper.
Most able pupils are stretched through differentiated
tasks (such as in the main activity) and through
specific teacher driven Q and A. The groups / texts in
the main task are differentiated according to ability.
UNDER ACHIEVERS (CLOSING THE GAP)
How are needs met
As a rule, the C grade targeted students find the texts/tasks most
challenging. Of these pupils, Dana Thomas, Katie Siddall and Michael
Baddeley are the weakest, though can access the material (and their target
grades) with support.
Less able pupils are supported through differentiated
tasks and careful grouping.
EVALUATION/NOTES/Any Key observation focus e.g. Questioning
The focus for the Department during this round of observations has been ‘SMSC’ and questioning.
I’ll judge whether to use the Flip cameras as the lesson progresses. They can offer an excellent way of pupils recording their
thoughts and ideas (and therefore providing evidence of progress), though they can prove a distraction if students aren’t focused.
Many of the judgements on student progress will be made by myself throughout the lesson, though the plenary feedback should also
provide evidence of this.