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Sample lp 2 (y12 lit)


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Sample lp 2 (y12 lit)

  1. 1. BIDDULPH HIGH SCHOOL ‘An Outstanding Academy’ TOPIC: AS English Literature: ‘The Wasp Factory’ LESSON: Week 5, Lesson 3 STAFF: MTA DATE: 7 th Feb GROUP:12V Lit Room: 111 PERIOD: 4 BOYS: 6 GIRLS: 9 CONTEXT: 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. HWK/INDEPENDENT LEARNING: 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) Knowledge and Understanding Skills Attitudes 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). 15 mins ACTIVATE and DEVELOP the learning (main learning tasks) Opportunities for Assessment for Learning (Including mini plenaries/well developed Questioning Opportunities to support RWCS/specialist vocab/development of key skills where appropriate TIME
  2. 2. Opportunities to support SMSC 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 Extension 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 discussion. 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 discuss ideas. Annotating texts as necessary. Issues of SMSC raised by the different texts. Presenting ideas to the class. 15 mins 15 mins 5 mins KEY SKILLS AND CONCEPTS How are you developing: Reading, writing, communication: Maths/Numeracy: SMSC: Active Citizenship: 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. RESOURCES 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) Eliska Sochurkova 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) Name How are needs met
  3. 3. 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.