LESSON PLAN PGCE ENGLISH

Date: Room: Time: Year Group:

Topic/text The Wind Singer

Prior knowledge and skills Prior knowledge of the texts from
class readings, therefore a degree of familiarity with certain
characters and the city of Aramanth.
Please complete this section on programmes of study and objectives as
appropriate.
N.C Programmes of study:- EN 1: Speaking and Listening
e Listen and respond constructively to others, taking different views into
account and modifying their own views in the light of what other say.
f Understand explicit and implicit meaning
EN2: Reading for Meaning
a Extract and interpret information, events main points and ideas from
texts.
b Infer and deduce meanings recognising the writers intention.
The Authors craft
n How writers present ideas and issues to have impact on their reader.
Writing:
a Write clearly and coherently including an appropriate level of detail.
g Structure their writing to support the purpose of the task and guide the
reader.
t Use the conventions of standard English effectively.


NLS Objectives:-
Word level W7: Layers of Meaning


Sentence level S4:Intergrate reference and quotation.

Text level R4 Authorial perspective



KS4/post 16 syllabus requirements

Intended learning
outcomes:-

To explore discrimination
and the effects it can have
on an individual or a
society.
To write a piece of original
writing using comparing
connectives and
quotations from the text to
justify their ideas.














Resources Copy of the seating plan.
Copies of The Wind Singer
Two colour post it notes
Board Pen
15 envelopes each containing a set of quotes
Treats
Standard post it notes
Copies of the writing frame.

By the end of the lesson all pupils will be able to determine the difference between discrimination,
competitiveness and co-operation.
By the end of this lesson most pupils will be able to draft a short piece of writing and include quotes from the
text to verify their ideas.
By the end of this lesson some pupils will be able to read for meaning recognising the authors intention
Special
Considerations
Students that may need support with the writing aspect will receive a writing frame for
them to use fully or to help craft their own ideas. This will be handed out during the
lesson.
G & T students to use at least two quotes from each category


Opportunities for
assessment (e.g.
Teacher/peer/self)
Peer assessment in pairs working to a checklist given by the teacher.
Time Allocated ACTIVITIES AND DEVELOPMENT

Introduction/Starter activity

Give each student a pink or purple post- it at random. Ask all pupils with pink post its
to stand up, give all seated purple post it students a treat. Tell all pink students they
are to complete a piece of homework by lunch time tomorrow, two full sides of A4
about todays lesson, tell all purple to have a night off. At this point ask all students to
write on a separate post-it how they are feeling at this moment in time, then ask
alternate colours to hand back the feeling post-its so teacher can model them on the
board. All pink post-it students should still be standing at this point and move on to the
next task.
Hangman on the board: the word is DISCRIMINATION. Explain the rules to the class;
Pupils must raise their hands to give a letter. If a standing pupil gets a letter right they
can trade places with a sitting student of their choice. If a sitting student gets a letter
right they can choose a standing student to sit. If a sitting student gets it wrong they
have to stand up. When the word is recognised ask the remaining standing students
to comment on the word.
Do they understand what it means?
Do they feel discriminated against?
Ask the whole class what else was bred through discrimination steer the class towards
competition and co-operation with regards to the hangmans rules. (10 mins)
Tell remaining standing students they can sit and give them a treat for taking part.
Introduction.
Re-cap what the class know of Aramanth: modelling on the board or taking information
from the students The Wind Singer resources bank they have each built up from
previous lessons, followed by a reading of chapter 11 The Mudnut Harvest using
PASS and SHOOT. (15 MINS)
Main development.
Ask the group to get into pairs; each pair will be given an envelope containing
quotations from the book. The students will then be asked to put each quote into one
of three categories. Discrimination ; Competition or co-operation. Then individually
using PEE, they are to write a short description of both societies using at least one
quote from each category and contrasting connectives, which will be displayed on the
board if not already on the classroom wall. (20 mins).
Plenary.
Working with a checklist that will be displayed students are to peer assess each others
work adding what has been done well and what could have been done better. When
they have received their work back if there is time students can voluntarily feedback to
the class the areas they have done well.




























Development/whole class/guided group/individual

Lesson includes; whole class activity within the starter and the pass and shoot
reading session from the introduction.
Main development includes a group work task and an individual writing task.





Homework/
Follow up work


Further Ideas:










Evaluation-
initial response