School Lesson Plan

Subject English Teacher Group Date Number of students

30

Period

Big picture Links with previous and future learning (recap on scheme of work) This unit will explore

features of spoken language, attitudes and how they shift, and how spoken language is adapted.
Lesson Objective(s) (We are learning to) To understand how the Key words way we and others speak can both include and exclude. Skills (including, problem solving, literacy, numeracy, ICT, thinking, citizenship) Idiolect Literacy, Sociology, Speaking and listening, History Stereotype Learning outcomes and success criteria Influences Worksheet identifying idiolect, Anaytical paragraphs about Exclude stereotyping. Include Planned Differentiation Support for less able/SEN (must) Support for Early Stage To be put in the same group where teacher can work with them one on one.
EAL learners (1-3)

Extension for more Write full PEA paragraphs aspects of their idiolect able/G&T (could) Assessment for Learning activities: Literacy and Oracy skills to be developed Whole class questioning X Peer assessment X Demonstration X Controlled testing Self assessment: X Inferring/deducing/analysing/ Other: Homework Phase/Time Learning Activities Teaching Activities Several mini plenaries should be planned to occur throughout the lesson to check pupil learning and progress Phase/Time Learning Activities Teaching Activities Intro/Starter Students list ideas on why people speak Recap controlled assessment task and go over differently success criteria. Individually, students search for 10 factors that affect the way we speak, hidden around the classroom. In pairs, complete matching task. Students write down different types of language they use at different times. Whole class discussion what conclusions can we draw about the speakers? Students individually complete first impressions task. Final Plenary Students share PEE paragraphs with class. Students write statements about their first impressions of Lady Macbeth
Final plenary to show understanding and progress that demonstrates success criteria

Correct misconceptions and mistakes during feedback

Mini plenary to show understanding and progress that demonstrates success criteria

Main body of lessons

Explain idiolect and stereotypes and check understanding. To work with weaker groups Model opening sentence
Mini plenary to show understanding and progress that demonstrates success criteria

Correct mistakes and praise effort.

School Lesson Plan

Teacher Evaluation Sheet Pupil Progress

How much progress do pupils make? Understand the big picture; engagement; enthusiasm; motivation; attitudes; interaction; teamwork; creativity; literacy; numeracy; ICT; thinking; enquiry; problem-solving; decision-making; research; peer & self-assessment; knowledge; deep understanding; understanding of learning process; review of learning; successful homework completion; progress; value-added.

Teaching
Planning; knowledge of subject & pupils; classroom climate & organisation; interaction; catch them being good; timings; pace; sharing of objectives, expected outcomes & assessment criteria; starter; challenge & support (differentiation); learning styles (VAK); explaining (steps); questioning (Bloom); modelling; creative & independent learners; plenary; assessment for learning, praise .

Students met target