GEORGE S MARVELLOUS MEDICINE SCHEME OF WORK ASSESSMENT FOCUS

Transcription

1 GEORGE S MARVELLOUS MEDICINE SCHEME OF WORK ASSESSMENT FOCUS ALL WRITING ASSESSMENTS TO BE TESTED TO FORM THE BASELINE DATA ON ENTRY YEAR 7 ASSESSMENT = Description of Grandma

2 Checklist of Learning Dispositions Building Learning Power Resourceful / Cognitive R1 Sustaining concentration R2 Making effective use of time R3 Noticing details and nuances R4 Overcoming frustration/difficulty Resilient / Emotional R5 Questioning to get below surface R6 Making links between diverse experiences R7 Recognising relevance R8 Imaging how things could be R9 Thinking rigorously / methodically R10 Generating hypotheses R11 Using resources purposefully Reciprocal / Social R12 Working effectively with others R13 Listening to understand R14 Empathising with other views R15 Picking up good habits from others R16 Working effectively alone Reflective / Strategic R17 Planning learning in advance R18 Monitoring their progress R19 Making revisions / changes

3 R20 R21 Distilling what they have learned and what they need to learn Talking about how they have been learning Assessment objectives 9.3 Reviewing spelling and increasing knowledge of word derivations, patterns and families 10.2 Commenting on language use 8.4 Developing varied linguistic and literary techniques. 7.1 Generating ideas, planning and drafting. Assessment focuses for APP Description of Grandma TO BE TESTED FOR ALL WRITING ASSESSMENT FOCUSES. Lesson 1

4 Objectives To understand and use effectively the features of instructional writing.(10.2) To use peer assessment to identify areas of strength and development. L4M objectives To imagine what it is like to be someone else and empathising with their feelings. (Resourcefulness) R8 Overview of George s Marvellous medicine encourage students to share their knowledge. How much do they know? Draw on primary visits. Why did George make the medicine for Grandma? Discuss students ideas and collect on IWB for later in the scheme. Share with the class an example of a recipe (N drive) Gordon Ramsey Video of Roast Lamb Annotate key features in booklet such as: numbers, ingredients, measurements. (IWB) Students list the features of an instruction text in the booklet to become the success criteria for writing the recipe. Write a recipe to make someone you know happy. Students to use the features and success criteria from the starter activity. For example, I would make something with chocolate in to make my mum happy because she loves chocolate. Model on IWB. Celebrate students who imitate success criteria of recipes refer back to success criteria in starter(reciprocity) Read out recipes. Peer assess according to the criteria Celebrate the students in the class that have imitated the success criteria of the recipes Differentiation will be on an intervention and outcome basis. Lesson 2

5 Objectives To understand the correct use of homophones within written work. (9.3) To develop understanding language principles in English. L4M objectives To make links within the text seeking coherence and meaning (Resourcefulness) R6 To work collaboratively (Reciprocity) R12 Homophones their, there and they re Students have a laminated copy of each word and have to hold it up to fit into each sentence. Extension task to work in pairs to create their own sentences. Alternatively mini white boards could be used instead of laminated cards Read chapter 2 of George s Marvellous Medicine in their booklets Get volunteers to read sections aloud Read some aloud to the class Thought shower on IWB adjectives to describe George as a class. Thesaurus game choose 5 words and challenge the students to find the best synonyms they can to replace it. You can use these words if the class do not have many ideas. Nice/ Nasty/ Mean/ Naughty/ Funny Sort theses adjectives into positive and negative columns which has the most words? Teams to be competitive (collaboration) Students use these adjectives to create an image of George as either an angel or a devil. (Need to be equal numbers of each) They need to use the adjectives to around the image to explain their choice. Students pair up with someone who has done the opposite character to them. So an angel George and devil George should be paired together. Students have to explain why they choose to represent that side of George and try to convince the other to change their mind. H/L Students are to complete the first section of George s diary in their booklets.

6 Lesson 3 Objectives To use language, including metaphors and similes effectively to describe people. (8.4) To begin to plan the description of grandma (7.1) L4M objective To imagine and empathise with the character of Grandma. R8/R14 Metaphor and simile game. On the table place a selection of random objects perfume, watch, pen, hairbrush. Students have to create metaphors and similes for the objects. Example = The hairbrush is as prickly as a hedgehog. Share metaphor and similes celebrating Range of images of old women on IWB and around the classroom. Annotate with adjectives and figurative language Similes and metaphors to describe Establish success criteria for the students to copy into their books for this task Use of metaphors and similes Students mind map to plan their writing on grandma appearance, character, figurative language. (R17 BLP planning in advance) Use a thesaurus to improve vocabulary This will form the APP assessment point for the scheme of learning Share ideas in mind map within pairs, each partner comments on one idea they like best from the plan of their partners work. Learning to learn Lesson 4

7 Objectives To consolidate knowledge of onomatopoeia, ellipsis and direct speech effectively in students own writing. (8.4) To identify specific language features Dahl uses in a text and to annotate them effectively. L4M To develop skills for independent learning R16 Match activity on linguistic features. Techniques are in the booklets and students need to colour code them. Extension to create their own examples, aiming to link with their writing on grandma. Go through on IWB as a whole class. Read pages (in booklet) Highlight examples of the above and how/why they are used and to what effect. Annotate and model section on IWB Pairs continue to annotate the whole text (collaboration) Share with them the thought process of making annotations on a text. (perseverance) Pairs order in use of how well they know or use the techniques (interdependence) Students have three minutes to add to their mind maps from last lesson on ideas they have from the text today. Model on IWB opening description of Grandma Aim to use the linguistic devices and get students to spot them Allow for flexibility dependant on ability of the class Bingo o Put a list of techniques onto the board and ask students to choose 6 to make a grid. o Use definitions for the students to guess for each technique. o Give an example before starting the game. o Award merit or prize for the first complete grid.

8 Lesson 5 Learning objective To develop use of descriptive vocabulary within your own writing through redrafting and reviewing. (7.1) To widen variety in sentence types (WAF 5) L4M Objective Making revisions and changes to your learning R19 Drafting and planning APP Around the room are a variety of words the students have used to describe grandma in previous lessons on large sugar paper Students have to think of different words that could be used instead to boost their vocabulary (Thesaurus on desk) Students read the start of their work from last lesson and review the vocabulary used within the sentence. Share with the class the change and why they have redrafted their original work. Ask for the techniques students know on how to make sentences interesting list on board adjectives/lots of detail/adverb/different sentence types ie complex/simple for impact Annotate the spider extract with the methods used to make interesting. Feedback. Students use all the tools from the previous lessons to continue to write their creative writing, focusing on improving sentence types used as well as vocabulary. THIS WILL BE THE ASSESSMENT PIECE DESCRIPTION OF GRANDMA. Students walk around the room and comment on peers work. Using a post it note they comment on the vocabulary and sentence types using 2 stars and wish. Using the ideas within the 2 stars and a wish students have 10 minutes to read over their work and redraft according to the ideas within the comments. (If short of time, run into starter next lesson)

9 Lesson 6 Objectives To understand how to apply spelling strategies to difficult words. (9.3) L4M objective To demonstrate perseverance in spelling complex words accurately R4 Ask students to think of a word they have difficulty spelling. Hand out difficult words to students These will be dependent on the ability of the class. Aim to have marked books and gauge spelling ability of the students within the class. Hand out key spellings and discuss strategies they could use to learn them. Model a mnemonic on IWB (Rhythm Helps Your Two Hips Move) Students create their own mnemonic or word image to match one of the techniques they learnt last lesson. Create a revision poster that students can take home to help them to remember this word. Students pair up and teach each other how to spell their word. Students feedback on what they are taught. Home Learning to be recorded in their booklets. Can vary based on class ability Key spellings to learn o Onomatopoeia Simile o Ellipsis Technique o Marvellous Effectively o Medicine Description o Metaphor Language

10 Lesson 7 Learning objective To demonstrate understanding of descriptive writing techniques. To consolidate knowledge of spelling strategies. (9.3) L4M Objectives To share ideas to help improve learning and develop skills to revise and adapt a piece of writing (Refelctiveness) Spelling test from home learning. Suffix task in their booklets How will George s parents react? Discuss ideas as a class Students complete their last diary entry for George in their booklets. Read Mr Kranky has an idea look at real reaction. (booklets) Thought shower in groups, including descriptions, with descriptive language techniques. Students write their own piece on something they would make bigger or better. Model on IWB and create success criteria. Build on to build descriptive language Create own individually This could role over into the next lesson. Oral response to what they would make bigger or better and why? Students have to self and peer assesses each other. Invite 2 positive comments from the class about each speaking presentation.

11 Lesson 8 Objectives To consolidate knowledge of events, characters and actions of the novel. L4M To develop planning learning in advance. R11 Sequence activity of the whole plot in their booklets What skills have the students learnt? Ask them to put 5 ideas into their booklets Things I enjoyed Things I did not enjoy Students comment honestly about the things they enjoyed or did not enjoy about the scheme for learning. Level mountain for their written piece of assessment The pieces will need to be marked before this lesson. Model on IWB a piece of writing and how to compose a level mountain Students create their own level mountain based on their descriptive writing. I learnt well because I could have learnt better if This could be done either in their books or on post it notes Share with the class.