Roehampton University PGCE Secondary Lesson Plan

9:40-10:20

Student Teachers Name: Aaryn Clerk

Class: No. of Pupils: Mixed Ability/Set of

7.1.1 (6th grade) 30 boys Set 1
Date Lesson Usual teacher Support in class
November 22, 6 of 12 Oliver Jones There is an LSA who helps one of the
2016 students.
Links to prior learning if appropriate

Last class we read about the rules that Charlie had broken, and what the
consequences might be. This class well be discussing another rule that Charlie has
broken, and how each character in the scene is feeling.

Learning Objectives (be specific what do I want the students to learn, understand, be able to
do?) Including specific references to the NC/ Framework/exam specifications, if appropriate):

Content Objectives:
SWBAT describe how characters are feeling and use our discoveries in our own writing.
Language Objectives:
SWBAT write adjectives to describe characters feelings, and will find quotes from the text to
support their adjectives.
SWBAT write a diary entry from the perspective of a character of their choice conveying their
emotions at the end of the passage.

Success Criteria (learning outcomes) Pupil Information (SEN, EAL, G & T)

All must
Come up with at least three adjectives to
describe one of the characters
Have at least one adjective to describe each
of the characters, and be able to support
these adjectives with a quote from the text.
Write a diary entry from the perspective of
one of the characters.
Most should
Contribute to whole-class discussions
Some could
Complete the extension activity of explaining how
their quote reflects their adjective.
There are eight students with SEND,
six of whom struggle with literacy.
There are also two EAL students.
Within the class there is a very wide
range of current level.
Strategies to meet their needs
Sentence frames; handouts; written,
verbal, and visual
input/instructions/feedback; non-serif
fonts and light-coloured (but not white)
background on PP; explicit
instructions; extension tasks; reading
aloud; pair shares; re-reading texts;
keeping certain lights off in the
classroom to reduce sensory input;
opportunities for house points and
praise; peer feedback.
Health and safety considerations as appropriate

N/A

Standards to be addressed ( as appropriate)

Reading:
Pupils should be taught to:
o develop an appreciation and love of reading, and read increasingly challenging
material independently through:
reading a wide range of fiction and non-fiction, including in particular whole
books, short stories, poems and plays with a wide coverage of genres,
historical periods, forms and authors, including high-quality works from
English literature, both pre-1914 and contemporary, including prose, poetry
and drama; Shakespeare (2 plays) and seminal world literature
o understand increasingly challenging texts through:
making inferences and referring to evidence in the text
checking their understanding to make sure that what they have read makes
sense
Writing:
write accurately, fluently, effectively and at length for pleasure and information through:
o writing for a wide range of purposes and audiences, including: well-structured formal
expository and narrative essays; stories, scripts, poetry and other imaginative writing;
notes and polished scripts for talks and presentations and a range of other narrative
and non-narrative texts, including arguments, and personal and formal letters

Homework
N/A

Lesson
Timing Student Learning Activities Teacher Activity/role Assessment
e.g. 12.00 (include reference to inclusion (include reference to how opportunities and
(5 mins) strategies) tasks have been strategies
differentiated)

5 minutes Go over homework. 1) Are Teacher will welcome Informal assessment of

Charlies crimes committed out
of kindness or cruelty? Does it
matter? 2) We know that this
book has something to do with
war. What happens if youre a
soldier and you break the
rules?
3 minutes
Starter
students as they enter the students understanding of
classroom, and will ask the homework.
them to find their seats
and take out their
homework. When going
over the homework, the
teacher will cold-call
students to share back
their answers.
 Date, title, and objective.
5 minutes
Watch a video clip (30:30-
31:40) of the scene, and ask
students to jot down three
adjectives that describe what
one of the characters is feeling. adjectives describing how
8 minutes
Main section/Development
Read through pages 61-64 as a
class, and ask students to think Teacher will read the
about what emotions each of
the characters are feeling. At
the end, add to the list of
adjectives that we have made
10 from the starter.
minutes
Create a chart describing how
characters are feeling in pages
61-64. Choose an adjective to
describe how they are feeling,
and then find a quote to
support your choice of
7 minutes
adjective. Ext: Write 1-2
sentences explaining how the
quote you chose describes
your adjective. Share back to
the class.
Plenary
Write a diary entry from the
2 minutes
perspective of Charlie, the
Colonel, or Mother, showing
your characters feelings at this
point.
Teacher will ask students
to write down the date,
title, and objective, and will Formative assessment of
explain what we will be students understanding of
doing today. using adjectives to
describe character
Teacher will queue up the
emotions.
video and will ask students
to jot down three
a character of their choice
Formative assessment of
is feeling in the scene.
students understanding of
the text and of characters
emotions.
passage aloud to students,
and will pause throughout
to check for understanding
and to ask students
guiding questions.
Afterwards, the teacher
Formative assessment of
will ask students for any
students ability to support
additional adjectives that
their adjectives about
we can add to our list on
characters emotions with
the board.
evidence from the text.
Teacher will explain the
task to students, taking
them through an answer
that has been modelled on
the board. The teacher will
set a timer to put on the
board so that students Formative assessment of
know exactly how much students ability not only to
time they have to do the identify character
task, and the teacher will emotions, but to be able to
circulate as students work. convey that information in
their own writing.
Teacher will explain the
task to students and will
provide sentence starters
for students. The teacher
If there is time left, students will facilitate students
can share back. sharing back if there is
enough time.
Dismissal
Pack up and stand behind
chairs.
Thank students for a great
class, ask students to pack
up and wait to be
dismissed.