© OCR 2010
Contents
Contents
2
Introduction
3
Reading Scheme of work - OCR GCSE English A680 & English Language Unit A680:
Information and Ideas
5
Sample GCSE Lesson Plans 1 – 10 - Reading: Information and Ideas - OCR GCSE
English A680 & English Language Language A680
14
Writing: Information and Ideas - Introduction - OCR GCSE English A680 & English
Language A680:
36
Sample GCSE Lesson Plans 1 - 11 - Writing: Information and Ideas - OCR GCSE
English A680 & English Language Language A680
37
This Sample Scheme of Work and Lesson Plan has been updated. The Higher and Foundation
papers for Unit A644 and A653 are identical for the GCSE English and the GCSE English
Language Specifications. The code number has been changed to A680 for both.
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OCR GCSE English Language (Linear 2012)
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
Curriculum Development Agency (QCDA) has revised the subject criteria for GCSEs, for first
teaching in September 2010. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
OCR has produced a summary document, which summarises the changes to English & English
Language. This can be found at www.ocr.org.uk, along with the new specifications.
In order to help you plan effectively for the implementation of the new specifications we have
produced these Schemes of Work and Sample Lesson Plans for English & English Language.
These Support Materials are designed for guidance only and play a secondary role to the
Specifications.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each scheme of work and set of sample lesson plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
The schemes of work and sample lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this support material
booklet should be read in conjunction with the specification(s). If clarification on a particular point is
sought then that clarification should be found in the specification itself.
OCR GCSE English Language (Linear 2012)
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A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A680: INFORMATION
AND IDEAS
SUGGESTED
TEACHING
TIME
24-28
HOURS
TOPIC OUTLINE
Introduction to Reading nonfiction/media texts
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Texts projected onto screen would be useful
to identify features of various nonfiction/media texts.

The high proportion of non-fiction media
texts students encounter in their daily lives.


A few up-to-date media texts selected by
the teacher (e.g. newspaper report,
magazine feature, advertisement, page from
website, campaigning leaflet).
Introduction of key concepts of audience,
purpose and register - also relevant to their
Writing work for the English and English
Language specifications.

The foundation tier paper Question 2(a) is a
direct question (worth 6 out of 40 marks for
Section A) about obvious presentational
features of media texts.

The mere logging of features will not lead to
high reward.

Very basic observations such as ‘the title is
in large fonts’ and ‘the writing is in columns’
Students to conduct a survey of all reading
they do within the course of a day:

Identifying and evaluating
presentational features
SECTION A: NON FICTION AND MEDIA
at school and at home

fiction and non-fiction

print and online

continuous text and bite-size

Teacher to demonstrate a range of texts
and lead discussion of key features of texts,
and introduce key concepts of audience,
purpose and register.

Students to identify a range of
presentational features in a number of texts.

Texts to be drawn from those collected by
teacher and students.

Move students on from a simple listing of
features to evaluation of the intended
effects of presentational features on the
reader.

Sample Lesson Plan 1.
OCR GCSE English Language (Linear 2012)
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Sample GCSE Scheme of Work
will receive scant reward.
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OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A680: INFORMATION
AND IDEAS
SUGGESTED
TEACHING
TIME
24-28
HOURS
TOPIC OUTLINE
Reading texts for meaning:
distinguishing between facts
and opinions
Identifying the main points of a
text clearly, concisely and in
own words
TOPIC
SECTION A: NON FICTION AND MEDIA
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Issue students with a suitable piece of travel
writing.

Travel writing texts from the print or online
versions of weekend newspapers.


Students to locate facts and opinions in the
text, using highlighter or coloured pens to
sort the information in an effective manner.

Sample Lesson Plan 2.
The ability to distinguish between facts and
opinions is important in determining the
objectivity or bias of a text or writer.

The shorter questions in the Foundation Tier
Question 1 sometimes ask for the
identification of facts or opinions.

At the top end of the Higher Tier mark
scheme there must be a ‘comprehensive
range of points clearly identified’, and the
response must be ‘tightly organised and
synthesised’.

Other key features of success are:

Students produce their own travel writing,
combining facts and opinions.

Issue students with a suitable text and
question (e.g. ‘What are the main points
of…?’ or ‘What are the writer’s views
about…?).

Explain the importance of close reading of
both question and text.

Students to annotate the text briefly as an
essential part of sorting information.

Students to write responses summarising
the information in their own words – as far
as possible.
OCR GCSE English Language (Linear 2012)

Past paper Non-fiction texts and questions –
these can be easily amended.

Sample Lesson Plan 3.


clear focus on the task

use of own words (where possible).
A checklist of what is not required can be
helpful: i.e. lengthy introductions and
conclusions, repetition, explanation,
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Sample GCSE Scheme of Work

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Peer evaluation using the band descriptors
should help students to strike out
unnecessary repetition, explanation and
lifting of the original text’s phrasing.
commentary, lifting.

Band descriptors should be explained in
student-friendly terms.
OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE in English Language Unit A680: Information and Ideas
Suggested
Teaching time
24-28
hours
Topic
Section A: non fiction and media
Topic outline
Suggested teaching and homework
activities
Suggested resources
Collating from different
sources and making
comparisons

Issue students with two texts offering
different perspectives on a topic of current
interest – focus on content rather than use
of language.

Two texts from newspapers or the
internet on a topic of current interest –
students could be asked to provide
texts from which to choose.

Building on their skills of summarising
information in their own words, students to
write a response comparing the texts.

Sample Lesson Plan 4.

Explain that certain connectives can be
used to aid the effective organisation of
those points which are similar and those
which are different.

Issue students with a highly opinionative
media text and ask them to identify key
features of figurative language, sound and
rhetorical features.

Teachers could select their own text or
use some of the past paper Media
texts (from both tiers).

Sample Lesson Plan 5.

Students to select a number of language
features and evaluate their effect on the
reader.

Cross-over piece with Writing: students to
assess the text using the GCSE Writing
marking criteria.
Identifying and evaluating
writers’ use of language
devices
Points to Note

The key point is that logging of features on its
own cannot lead to high reward. In recent years,
students have deployed ever more exotic terms
in their exam answers, thinking that the use of the
term is an end in itself; it is not. The key focus is
not on such terms; rather it is on the way in which
writers use particular words and phrases ‘in order
to achieve effects and engage and influence the
reader’ (in the words of Reading Assessment
Objective 3).

OCR GCSE English Language (Linear 2012)
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Sample GCSE Scheme of Work
OCR GCSE in English Language Unit A680: Information and Ideas
Suggested
Teaching time
24-28
hours
Topic outline
Developing and sustaining
analysis of media texts
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Topic
Section A: non fiction and media
Suggested teaching and homework
activities

Teacher issues students with a suitable text,
perhaps a past paper – and also a question
that asks for consideration of the use of
language and structure in the text.

Students consider their performance against
the relevant band descriptors.

Illustrate the key points using good student
responses.
Suggested resources

Past paper Media text and questions –
they may need to be amended slightly.

Sample Lesson Plan 6.
Points to Note

Brief, apposite quotation is best integrated with
clear and concise analytical comment.

There are clear cross-over opportunities with
Writing here. Students could be asked to write
their own media-style text, deploying a range of
appropriate devices. Peer evaluation would
determine how ‘engaging’ the resulting writing is.

Top band answers will reveal a ‘perceptive
appreciation’ of the ways in which the text
achieves its purpose.

Sustained analytical writing of high quality is
described in Band 1 as ‘very effective use of
apposite supporting references in a full, relevant
and consistently analytical response’.

Performance below Band 5 is characterised by
descriptive rather than analytical comment, and
by the prevalence of unsubstantiated assertions
and sometimes the use of inert quotation, i.e.
quotation that does not advance the analysis.
OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE in English Language Unit A680: Information and Ideas
Suggested
Teaching time
24-28
hours
Topic
Section A: non fiction and media
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to Note
Preparing for the foundation
tier Section A: Reading
Question 1

Issue with a Reading booklet and questionand-answer type booklet (see the specimen
paper).



Explain the mark and recommended time
allocations for 1(a), 1(b) and 1(c).
Slightly-modified Non-fiction questions
from past papers: e.g. the January
2008 ‘Blackpool’ paper or the January
2009 ‘Snow’ paper.

Sample Lesson Plan 7.
There are significant changes in the format of the
question paper, which now includes spaces for
students’ answers. The total writing time for
Section A is 1 hour. Before beginning their
answers, students are advised to spend 15
minutes reading and planning for Section A.

The format of the booklet makes it clear how
much writing is required for each of Questions
1(a) and 1(b), and that the greater proportion of
time (about 20 minutes) should be spent on
Question 1(c).

Question 1(c) is a ‘What?’ question, requiring
students to re-present information from a defined
part of the text concisely and in their own words.

Long introductions or conclusions, repetition and
explanations (e.g. of their own views on the topic)
will not be rewarded.
Preparing for the foundation
tier Section A: Reading
Question 2

Students to write up answers.

Students to assess own performance in
Question 1(c), using the relevant band
descriptors.

Explain the mark and recommended time
allocations for 2(a) and 2(b).

Remind about the different requirements of
the (a) and (b) questions before students
attempt them under test conditions.
OCR GCSE English Language (Linear 2012)

Slightly-modified Media questions from
past papers: e.g. the January
‘Blackpool’ paper or the January 2009
‘Snow’ paper.

The format of the booklet makes it clear how
much writing is required for each of Questions
2(a) and (b) – no more than 10 minutes for (a)
and 20 minutes for (b).

Sample Lesson Plan 8.

Question 2(a) requires consideration of effects
and not a mere identification of presentational
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Sample GCSE Scheme of Work
OCR GCSE in English Language Unit A680: Information and Ideas
Suggested
Teaching time
24-28
hours
Topic outline
Topic
Suggested teaching and homework
activities

Preparing for Higher Tier
Section A: Reading
Issue students with a Section A reading
insert and questions in the style of the
specimen paper.

Talk students through the paper and briefly
remind them of mark and time allocations,
and of the different requirements of
Question 1 and Questions 2(a)/(b).

Suggested resources
Points to Note
features. For Band 4, there must be ‘some
evidence of analytical comment’ and ‘use of
some appropriate detail for support’.
Peer and teacher evaluation of student
performance, using the two sets of band
descriptors.


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Section A: non fiction and media
Students to tackle the questions under test
conditions.

Past paper Non-fiction and Media texts
and questions – these will need to be
amended to fit the format of the new
paper.

Sample Lesson Plans 9 and 10.

Extracts from past examiners’ reports
dealing with student performance in
both summary-type and media text
analysis questions.

Question 2(b) is a ‘How?’ question with a
significant emphasis on the writer’s use of
language. For Band 4, ‘a range of points’ must
show a ‘sound understanding of the ways in
which information and language contribute to the
text’s purpose’. Additionally, there will be
‘appropriate supporting references and an
attempt at an analytical approach’.

The format of the Reading section is different
from that of the 2431/02 paper in the legacy
specification. The total writing time is 1 hour, with
20 minutes spent on each of Questions 1, 2(a)
and 2(b). Before beginning their answers,
students are advised to spend 15 minutes
reading and planning for Section A.

Question 1 is a ‘What?’ question, requiring
information to be summarised concisely in own
words.

OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE in English Language Unit A680: Information and Ideas
Suggested
Teaching time
Topic outline
24-28
hours
Topic
Section A: non fiction and media
Suggested teaching and homework
activities

Students and teacher to evaluate
performance, using the relevant band
descriptors.

Issue students with extracts from past
examiners’ reports containing relevant
general advice.
OCR GCSE English Language (Linear 2012)
Suggested resources
Points to Note

Questions 2(a) and 2(b) are ‘How?’ questions
inviting evaluation of how writers present
materials and use language. ‘Presentation’ at
higher tier includes - but goes beyond - media
text presentational features, requiring
consideration of how texts are structured (e.g.
how an argument is put together).

Past examiners’ reports contain pertinent general
advice on how (and how not) to answer both
summary-type and media analysis questions.

Teachers might usefully contribute to a
departmental archive exemplar responses to be
used with subsequent GCSE groups.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 1
OCR GCSE in English Language A680:
Information and Ideas
Considering the effects of presentational features in media texts
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To read and understand texts (R1).
Objective 2
To identify and evaluate the use of presentational features to achieve effects and
engage and influence readers (R3).
Recap of Previous Experience and Prior Knowledge
Students will have read a range of non-fiction/media texts during Key Stage 3 and will be familiar
with presentational features used in media texts from their reading at school and at home.
Content
Time
Content
5 minutes
Brief teacher-led discussion of the types of presentational features used in media
texts. Words such as ‘title’, ‘strapline’, ‘sub-head’, ‘photograph’, ‘caption’, ‘pullout quote’ to be displayed on board.
10 minutes
Teacher issues students with a range of media texts with strong presentational
features. Texts might include newspaper/magazine articles, pages from
websites, leaflets, advertisements, and campaigning literature. Students identify
in groups the presentational features of the various texts.
10 minutes
A general introduction to or revision of key concepts of audience and purpose.
15 minutes
Students are asked to construct a table having two columns: the first column to
be headed ‘Presentational features’ (identified earlier) and the second ‘Effects on
reader’. Students consider what the various effects are by considering the
purpose and audience of each text.
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GCSE English & English Language
Sample GCSE Lesson Plan
Consolidation
Time
Content
15 minutes
Students report back to the class on their evaluation of various presentational
features and their effects – 2 things each.
5 minutes
Teacher reviews key outcome: that evaluation of presentational effects requires
consideration of their effects and not the mere identification of surface features.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 2
OCR GCSE in English Language A680
Information and Ideas
Reading and understanding texts for a purpose
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1
To read and understand texts (R1)
Objective 2
To distinguish between facts and opinions – selecting material appropriate to
purpose (R1)
Students will have been introduced to basic comprehension tasks requiring them to retrieve
different types of information during their previous years of education. This lesson focuses on the
correct identification of facts and opinions in tasks that require straightforward retrieval of
information.
Content
Time
Content
5 minutes
Brief teacher-led discussion of key terms ‘fact’ and ‘opinion’. Teacher to provide
illustrations from a short piece of text (e.g. autobiographical).
5 minutes
Teacher issues students with a piece of travel writing (e.g. from weekend
newspaper supplement - print or online). Students to read the text and highlight
facts and opinions (perhaps using different colours of highlighter pen).
15 minutes
Students to work in pairs discussing their annotations; followed by a class review
of the exercise. Discussion of any opinions that appear to be presented as facts.
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GCSE English & English Language
Sample GCSE Lesson Plan
Consolidation
Time
Content
20 minutes
Students have been asked to bring to the lesson some facts they have
researched about a place they like. If ICT facilities are available, this research
could be undertaken during the lesson, using an online encyclopaedia. Students
then write or type a couple of paragraphs of travel writing combining the facts
they have researched and their own opinions of the place (which can be their
home town if they wish).
15 minutes
The students discuss their writing in pairs, and each identifies the other’s use of
facts and opinions. The lesson ends with the reading aloud of two or three
examples to the rest of the class who identify the facts and opinions.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 3
OCR GCSE in English Language A680
Information and Ideas
Identifying the main points of a text clearly, concisely and in own words
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1
To read and understand texts (R1)
Objective 2
To consider the importance of the use of own words and concision when
summarising the information in a text – i.e. selecting material appropriate to
purpose (R1)
Students will have been introduced to basic comprehension tasks requiring them to retrieve
different types of information during their previous years of education. This lesson will build on
their previous skills by stressing the importance of the use of own words and concision.
Content
Time
Content
5 minutes
Teacher begins by reading a text (less than a side of A4) taken from foundation
or higher tier Non-fiction questions in the legacy 2431 question papers and
writes the accompanying question on the board. The question should elicit the
re-presentation of information (e.g. main points or views) in students’ own words.
5 minutes
Students then lightly indicate in pencil on a handout which parts of the text
answer the question.
10 minutes
Students work in small groups to discuss whether they have located all points.
Teacher invites feedback from all groups until all relevant points are exhausted reference can be made to the Content section of the mark scheme if using past
paper questions.
15 minutes
Teacher introduces two key elements required for effective summarising of
information: (i) the use of own words and (ii) concise expression.
Students work individually to re-write their points using (i) own words as far as
possible and (ii) concise expression.
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GCSE English & English Language
Sample GCSE Lesson Plan
Consolidation
Time
Content
15 minutes
Students are asked to work in pairs, reading each other’s summaries and
underlining examples of repetition, explanation and phrases too close to the
original text.
5 minutes
Teacher lists the following key points of the lesson:

the importance of annotating texts when sifting and sorting information

the need to do as the question asks

the focus on own words (as far as possible) and concise expression.
The lesson ends with a presentation of the teacher’s own version (easily
constructed from the online mark scheme if using past questions).
Future lessons, involving cross-over work with Writing, will deal with the need for
effective organisation and the usefulness of connectives in achieving this.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 4
OCR GCSE in English Language A680
Information and Ideas
Collating from different sources and making comparisons
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1
To read and understand texts, selecting material appropriate to purpose (R1)
Objective 2
To collate from different sources and make comparisons (R1)
Objective 3
To consider the usefulness of connectives which signal comparison and those
which signal contrast in written responses to texts (link with W3)
Students will have been introduced to basic comprehension tasks requiring them to retrieve
different types of information during their previous years of education. Collating and comparing
are high order skills required at GCSE, in both English/English Language and English Literature
courses.
Content
Time
Content
5 minutes
Teacher issues two texts (each about half a side of A4) offering different
perspectives on a topic of current interest. Students working in pairs read the
texts to each other.
15 minutes
Teacher writes task on the board: e.g. ‘Compare points made about the use of
mobile phones [or whatever your chosen topic is] in these two texts.’
In the same pairs, students then make a list of similar points (if there are any)
and contrasting points made in the two texts. [For this introductory exercise the
focus in on comparing content rather than writers’ use of language - i.e. a
‘What?’ rather than ‘How?’ question.]
10 minutes
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Teacher invites feedback from all pairs until all relevant points are exhausted.
GCSE English & English Language
Sample GCSE Lesson Plan
Time
Content
5 minutes
The teacher lists on the board useful connectives for both comparing (e.g.
similarly, likewise, in the same way) and contrasting points (e.g. whereas,
instead, on the other hand). Students are then invited to give a couple of
examples illustrating how connectives might be used to link points from the two
texts being compared.
Consolidation
Time
Content
10 minutes
Students work individually to write a paragraph in which they make four or five
linking points (which may be similar or, more likely, contrasting). Students are
reminded of the need for (i) the use of own words and (ii) concise expression.
10 - 15 minutes
Students are asked to work in pairs, reading each other’s paragraphs and
underlining examples of repetition, explanation and phrases too close to the
original text.
Teacher lists the following key points of the lesson:

the importance of the initial sorting of information

the focus on own words (as far as possible) and concise expression

the use of connectives to aid cohesion when making comparisons in writing.
The lesson ends with a presentation of the teacher’s own version.
Homework: students write up a full answer to the question. A future lesson
includes a reading and study of a good student response.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 5
OCR GCSE in English Language A680:
Information and Ideas
Identifying and evaluating writers’ use of linguistic devices
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To identify linguistic devices used to achieve effects (R3).
Objective 2
To explain and evaluate how writers use linguistic, grammatical and structural
features to engage and influence the reader (R3).
Objective 3
To consider how audience and purpose affect language choices.
Recap of Previous Experience and Prior Knowledge
Students will have been introduced during Key Stages 2 and 3 to basic linguistic and literary
devices writers use to engage the interests of their readers. Often this knowledge manifests itself in
the work of less confident students in the form of feature-spotting. In order to achieve the higher
bands at GCSE, students must move beyond identification and description to develop close
analytical skills requiring a precise consideration of effects.
Content
Time
Content
5 minutes
Teacher issues students with a highly opinionative piece of writing (eg from a
newspaper or magazine) chosen for richness in its use of figurative language,
sound and rhetorical devices. The teacher and/or selected students read the text
aloud, and students highlight the various devices (using simple annotations such
as ‘M’ for ‘metaphor’, ‘RQ’ for rhetorical question).
10 minutes
Students work in small groups indicating all the devices they can find.
5 minutes
Teacher invites feedback from all groups until all relevant examples are
exhausted. Then teacher explains/warns that the mere identification of devices
will not lead to high reward (any more than it would in Literature). The next stage
of the lesson will move students towards developing skills of analysis.
10 minutes
Each student selects four examples of words/phrases/devices they find
interesting and explains in writing what effect the writer is trying to achieve. In
pairs, they then discuss their examples with their partner.
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GCSE English & English Language
Sample GCSE Lesson Plan
Time
Content
10 minutes
In pairs, the students work on one example from each student. The aim is to
improve the quality of expression: eg providing as concise a quotation as
necessary to make the point; avoiding banal descriptions such as ‘This is a
metaphor’.
Consolidation
Time
Content
15 minutes
As many students as possible feedback to the class their best evaluation of the
effect of the use of a particular word or phrase.
5 minutes
Teacher reinforces the key learning point: the difference between mere
description and analysis.
Homework: cross-over work on writing. Students to mark the text used in the
lesson, using the GCSE Writing marking criteria. This exercise will enable
students to make judgements about the structure of the text, the variety of
sentence structures and how the writer sets out to engage the reader’s interest.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 6
OCR GCSE in English Language A680:
Information and Ideas
Developing and sustaining analysis of a media text
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To read and understand texts (R1).
Objective 2
To develop and sustain interpretations of writers’ ideas and perspectives (R2).
Objective 3
To explain and evaluate how writers use linguistic, grammatical and structural
features to engage and influence the reader (R3).
Recap of Previous Experience and Prior Knowledge
Students will have had opportunities in previous lessons to explore the use of writer’s techniques in
exercises requiring short responses. They will appreciate that the mere identification or logging of
linguistic features will not lead to high reward. The aim is to develop sustained analytical comment
on the way a writer uses language and structure to present an argument or views.
Content
Time
Content
10 minutes
Teacher issues students with a suitable text (eg from a newspaper or magazine,
website, leaflet or from the online past Media questions for the 2431 question
papers). Students read the text, followed by teacher-led discussion of the text’s
audience and purpose.
25 minutes
Teacher writes on the board a question inviting consideration of the writer at
work (eg how the material is organised and how language is used). Specimen
question papers should be used as a guide: Q2(b) foundation, and 2(a) and (b)
higher tier. Students plan and write their response.
5 minutes
Teacher-led discussion about students’ experience of this first piece of extended
analytical writing. Students share strategies they used (eg annotating the text,
using quotation, organising their answer).
10 minutes
Teacher issues students with copies of the mark scheme band descriptors and
leads discussion about the standard of Bands 5, 4 and 2.
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Sample GCSE Lesson Plan
Consolidation
Time
Content
10 minutes
In pairs, the students use the band descriptors to mark each other’s response,
and add a comment drawing from the wording of the band descriptors.
Homework: improve on the first version by re-writing, keeping the band
descriptors firmly in sight.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 7
OCR GCSE in English Language A680:
Information and Ideas
Preparing for Foundation Tier Section A: (Question 1)
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To read and understand texts, selecting material appropriate to purpose (R1).
Objective 2
To develop and sustain interpretations of writers’ ideas and perspectives (R2).
Objective 3
To consider the format of the paper, the type of tasks found in Question 1 and
examination technique.
Recap of Previous Experience and Prior Knowledge
Students will have had opportunities to respond to questions which ask for an understanding of
content (‘What?’ questions). This lesson will prepare them for the format of the mock paper and in
particular for the format of the multi-part Question 1. Legacy Non-fiction texts and questions can be
readily amended to fit the format of the new foundation tier question-and-answer booklet.
Content
Time
Content
10 minutes
Teacher issues students with a reading booklet and a question and answer
booklet, and talks them through the contents of each. Students read question 1
and the associated text, and then answer the short questions 1(a) and 1(b).
10 minutes
Teacher-led review of the answers to 1(a) and 1(b), referring to the format of the
question and answer booklet.
20 minutes
Teacher reads the question and leads discussion about the question’s key
words. Students answer longer question 1(c).
10 minutes
Teacher reads the text aloud and asks the students to give the content points in
order, and in own words (as far as possible).
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Sample GCSE Lesson Plan
Consolidation
Time
Content
10 minutes
Teacher issues students with the band descriptors for question 1(c) and leads
discussion about what is and is not required for this question.
Lesson ends with summary of the format and requirements of question 1.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 8
OCR GCSE in English Language A680:
Reading: Information and Ideas
Preparing for Foundation Tier Section A: (Question 2)
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To read and understand texts, selecting material appropriate to purpose (R1).
Objective 2
To develop and sustain interpretations of writers’ ideas and perspectives (R2).
Objective 3
To explain and evaluate how writers use linguistic, grammatical and structural
features to achieve effects and engage and influence the reader (R3).
Objective 4
To consider the format of the paper and the type of questions.
Recap of Previous Experience and Prior Knowledge
Students will have had opportunities to respond to questions which ask for comment on use of
presentation and language (‘How?’ questions). This lesson will prepare them for the format of the
specimen Foundation Tier Question 2. Legacy Media texts and questions can be readily amended
to fit the format of the new question-and-answer booklet. In the previous lesson (Lesson Plan 7),
students have been introduced to the format of question 1.
Content
Time
Content
15 minutes
Teacher issues students with the Reading booklet and question-and-answer
booklet, and (briefly) reminds them of the contents of each. Students read
question 2 and the associated text, and then answer the shorter question 2(a).
10 minutes
Teacher-led review of the answer to 2(a), insisting on comments about the
effects of presentational features rather than simple listing of features.
20 minutes
Teacher reads question 2(b) and leads discussion about the question’s key
words, pointing out key differences with the long part question 1(c).
Students write their responses to question 2(b).
10 minutes
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Teacher issues a simple table on A4 paper, with two columns: one headed with
the wording of the first bullet, and the second headed with the wording of the
GCSE English & English Language
Sample GCSE Lesson Plan
second bullet (the latter in the specimen question is ‘some of the words and
phrases’).
In pairs, students list relevant details in the order they come in the text – did they
miss important points in their own first responses?
Consolidation
Time
Content
5 minutes
Teacher issues students with the band descriptors for Questions 2(a) and 2(b)
and summarises the requirements of Question 2, and how it differs from
Question 1.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 9
OCR GCSE in English Language A680:
Information and Ideas
Preparing for Higher Tier Section A: Reading Lesson 1
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1
To read and understand texts, selecting material appropriate to purpose (R1)
Objective 2
To develop and sustain interpretations of writers’ ideas and perspectives (R2)
Objective 3
To consider the format of the paper and the type of questions.
Students will have had opportunities to respond to questions which ask understanding of content
(‘What?’ questions) and those questions which ask for comment on how writers use language,
structure and presentation (‘How?’ questions). This lesson and the next will prepare them for the
format of the specimen paper. Legacy Non-fiction and Media texts and questions can be readily
amended to fit the format of the new A644 paper.
Content
Time
Content
10 minutes
Teacher issues students with the Reading booklet and question paper, and
reminds them of the format of each. The class reads the questions and notes
the allocation of marks and what that means for timing. Teacher-led discussion
about the key words of each question and the different requirements of
Questions 1 and 2.
10 minutes
Students read the two texts.
20 minutes
Students write their responses to Question 1.
10 minutes
Students discuss their responses to Question 1 in small groups, each offering a
point in turn until they have exhausted all possible points.
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Sample GCSE Lesson Plan
Teacher invites responses from each group, and reminds them of the need for
own words. Teacher projects all the possible content points onto the whiteboard.
Consolidation
Time
Content
10 minutes
Teacher issues students with Q1 band descriptors, and leads discussion about
the differences between (say) Bands 5 and 4, and Bands 2 and 1.
Students consider their own responses against the band descriptors, and add a
band and a comment drawn from the relevant descriptor. Teacher collects
answers for marking.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 10
OCR GCSE in English Language A680:
Information and Ideas
Preparing for Higher Tier Section A: Reading Lesson 2
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the lesson
Objective 1
To read and understand texts, selecting material appropriate to purpose (R1)
Objective 2
To develop and sustain interpretations of writers’ ideas and perspectives (R2)
Objective 3
To explain and evaluate how writers use linguistic, grammatical and structural
features to achieve effects and engage and influence the reader (R3)
Objective 4
To consider the format of the paper and the type of questions, and examination
technique.
Students will have had opportunities to respond to questions which ask understanding of content
(‘What?’ questions) and those questions which ask for comment on how writers use language,
structure and presentation (‘How?’ questions). This lesson and the previous one prepare them for
the format of the specimen paper. Legacy Non-fiction and Media texts and questions can be
readily amended to fit the format of the new A644 paper.
Content
Time
Content
5 minutes
Students are to work on the Reading booklet and question paper distributed
during the previous lesson. Teacher reads Questions 2(a) and 2(b) and notes
that together they account for a possible 26 out of 40 marks - roughly two-thirds
of Section A, so they should spend no more than 20 minutes on 2(a) and 20
minutes on 2(b).
40 minutes
Students are reminded of the need for brief annotation of the texts to help them
sort the information required for the answers, and of the need for concise
references and precise analytical comment in their responses. Students then
write their answers to the two questions.
After 20 minutes, teacher reminds them to finish their response to Q2(a) and to
begin answering Q2(b).
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Sample GCSE Lesson Plan
Consolidation
Time
Content
10 minutes
Teacher issues students with Q2 band descriptors, and leads discussion about
the differences between (say) Bands 5 and 4, and Bands 2 and 1.
In pair work, students consider their partner’s response to Q2(a) using the band
descriptors; they add a band and a comment drawn from the relevant descriptor.
Students then discuss each other’s performance relating comments to the band
descriptors.
5 minutes
Teacher sums up the requirements of the Reading section of the paper,
reminding them of mark and time allocations, and the differences between
Question 1 and Questions 2(a)/(b).
Homework: students re-draft answer to Question 2(b) in the light of today’s
lesson. To be handed in next lesson. Better responses to be used for
classroom display.
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Sample GCSE Lesson Plan
Introduction to English and English
Language GCSE: Information & Ideas
A680: Writing
Assessment Objectives



Write to communicate clearly, effectively and imaginatively, using and adapting forms and
selecting vocabulary appropriate to task and purpose in ways that engage the reader.
Organise information and ideas into structured and sequenced sentences, paragraphs and
whole texts, using a variety of linguistic and structural features to support cohesion and
overall coherence.
Use a range of sentence structures for clarity, purpose and effect, with accurate
punctuation and spelling.
(At least one third of available credit for AO4 should be awarded to the use of a range of sentence
structures for clarity, purpose and effect, with accurate punctuation and spelling.)
Introductory Comments




The following lesson plans are suggestions for preparing students for the writing tasks in
the examined units in English and English Language. The Question Paper is common to
both Specifications and there is, therefore, no need to prepare candidates for English
differently from those for English Language.
Students will have practised writing for a variety of purposes and audiences and in different
genres during their previous years of education. Their GCSE course will also require them
to practise writing for the Controlled Assessment Writing tasks and the suggestions in the
following Schemes of Work should be seen as being complementary to and complemented
by their preparation for these Controlled Assessment Units. Similarly, students’ reading
experience in Key Stage 3 should have made them acquainted with different models of
English writing.
It is suggested that preparation for the Examined Units Writing Tasks should be ongoing
throughout the course in order to provide students with a cumulative and not necessarily as
a one-off session. All or some of the following Schemes of Work Units can be taught
consecutively but they can also function as stand-alone units and teachers should use them
in their most appropriate way for their individual teaching groups. They should not be seen
as prescriptive and teachers are welcome to adapt them as they see fit.
The Examined Units will offer candidates a choice of two Writing tasks under the general
heading of ‘Writing’. The subject matter of both tasks will be loosely related to the content of
the Reading material in Section A of the Question Paper. However, as illustrated by the
exemplar Paper, these tasks will offer a range of topics and allow varied interpretations and
will not be limited strictly to factual, informative writing tasks. However, the tasks will not
require narrative, imaginative writing as this will be tested elsewhere in the GCSE course.
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GCSE English & English Language
Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 1
OCR GCSE in English Language A680:
Writing: Information and Ideas
Audience Awareness
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To identify different audiences for writing (W1).
Objective 2
To identify the key features of writing aimed at different audiences (W1).
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling (W3).
Recap of Previous Experience and Prior Knowledge
Students will have practised writing for a variety of purposes and audiences and in different genres
during their previous years of education. Students’ reading experience in Key Stage 3 will have
made them acquainted with different models of English writing.
Content
Time
Content
5 minutes
Brief teacher-led consideration of the different purposes of writing. Introduction
and explanation of the terms ’Audience, Tone and Register’.
15 minutes
Teacher issues students with a range of different types of writing eg newspaper
reports, text books, travel brochures, instruction manuals. Students discuss in
groups the audience at which each is aimed and what features in the text
(vocabulary, register, sentence length etc) make it appropriate for that audience.
15-20 minutes
Students are given a selection of topics and asked to write two passages on the
same topic but aimed at different audiences.
Consolidation
Time
Content
15-20 minutes
Students read their passages aloud to group who try to identify audience.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 2
OCR GCSE in English Language A680:
Writing: Information and Ideas
Audience, tone, register
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To understand and practise the use of tone and vocabulary appropriate to specific
audiences.
Recap of Previous Experience and Prior Knowledge
Students should have a reasonable working knowledge of spelling, punctuation and grammar and
of conventions of structuring stories and essays and will have written for a variety of purposes and
in different genres during their previous years of education. Their previous reading experience
should have made them acquainted with different models of English writing.
Content
Time
Content
10 minutes
Teacher to begin lesson by asking students to consider the different
language/vocabulary they would use to give an account of an experience to their
peers, their parents and an adult in authority.
20 minutes
Teacher to show video clips of speakers addressing different audiences (formal,
informal etc). Whole class discussion develops into what may be appropriate for
different audiences, perhaps by considering the problems caused by
misunderstanding colloquial or slang expressions.
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Sample GCSE Lesson Plan
Consolidation
Time
Content
10 minutes
Students are given a selection of writing tasks (perhaps taken from previous
OCR examination papers) and are asked to discuss in groups the register best
suited to the stated or implied audience. Specific focus should be given to the
sentence length, vocabulary etc they would deploy for each task.
20 minutes
Students to write opening paragraph of one of the writing tasks, concentrating on
use of an appropriate register for the target audience.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 3
OCR GCSE in English Language A680:
Writing: Information and Ideas
Choose the right word
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To select vocabulary appropriate to task and purpose in ways that engage the
reader (W1).
Objective 2
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling (W3).
Recap of Previous Experience and Prior Knowledge
Refer back to different types of writing considered in ‘Audience Awareness’ lesson.
Content
Time
Content
10 minutes
Teacher begins lesson with video clips showing characters performing some
dramatic actions conveying particularly strong feelings (e.g. anger, despair etc).
Teacher asks class to state what happened and then leads them into
consideration of vocabulary which most precisely explains the exact details.
15-20 minutes
Teacher asks class to describe verbally what happened in the clips and then
leads them into consideration of vocabulary which most precisely explains the
exact details. (E.g. ‘The man slammed the door’ is less precise than’ The man
quivering with rage shut the door so forcibly that the door frame shook’).
Consolidation
Time
Content
10-15 minutes
Students to write their own account of characters’ actions for a friend who was
not present. It is important that they should choose their vocabulary with care.
10 minutes
Teacher to discuss individual responses with whole class.
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GCSE English & English Language
Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 4
OCR GCSE in English Language A680:
Writing: Information and Ideas
Structure and planning
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts.
Recap of Previous Experience and Prior Knowledge
Recap on previous lessons/references to topic sentences and paragraphing
Content
Time
Content
15-20 minutes
Teacher presents class with a collection of jumbled paragraphs and asks them to
rearrange them into a coherent whole. (ICT/word processing opportunity).
Students should be prepared to explain what clues were contained in the writing
to lead them to decide on a particular order.
10 minutes
Teacher-led whole class discussion concerning structuring of writing and the
importance of planning (especially when writing under exam conditions).
10 minutes
Teacher to suggest different planning models (spider diagrams, mind maps etc)
and refer to importance of using paragraph topic sentences as a basis for
structuring work.
Consolidation
Time
Content
20-25 minutes
Students to write two further paragraphs independently, linking to one of those
they have unscrambled.
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 5
OCR GCSE in English Language A680:
Writing: Information and Ideas
Topic sentences
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To organise information and ideas into structured and sequenced paragraphs
(W2).
Objective 2
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling (W3).
Recap of Previous Experience and Prior Knowledge
Continuation from previous lesson.
Content
Time
Content
10 minutes
Teacher to refer back to previous session and students’ written responses.
Explain that a single sentence summarising the teacher’s actions provides the
topic sentence from which a descriptive paragraph can develop.
Explain main features of a paragraph: a number of sentences related to a single
topic.
20 minutes
Consideration of main features of a paragraph: a number of sentences related to
a single topic.
Teacher to illustrate effects to be gained by varying position of topic sentence
and discuss effects with class.
Some further discussion of ways in which paragraphs can be linked. Linking
words such as ‘however, nevertheless, on the other hand etc.’
20 minutes
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Teacher to provide examples of different features of paragraphing by referring to
different types of written texts (interactive white board). Discussion of this with
class.
GCSE English & English Language
Sample GCSE Lesson Plan
Consolidation
Time
Content
10 minutes
Students to write two linked paragraphs based on topic sentences provided by
the teacher; they are to decide where the topic sentences can most effectively
be positioned. Discuss different features of paragraphing by referring to different
types of written texts.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 6
OCR GCSE in English Language A680:
Writing: Information and Ideas
Writing in different genres
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To communicate in writing using and adapting forms and selecting vocabulary
appropriate to purpose (W1).
Objective 2
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts, using a variety of linguistic and structural features to
support cohesion and overall coherence (W2).
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling (W3).
Recap of Previous Experience and Prior Knowledge
Refer back to previous sessions relating to paragraph building and writing for particular audiences.
Content
NB This is a session which is likely to occupy more than one lesson.
Time
Content
15-20 minutes
Teacher to introduce and define the word ‘genre’. ‘Mind-mapping’ session to
identify the main different genres of writing with which students may be familiar.
20-25 minutes
Teacher provides class with hand-outs containing specific examples of writing in
different genres; students working in pairs identify and discuss key features of
style.
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Sample GCSE Lesson Plan
Consolidation
Time
Content
30 – 40
minutes
Students to research and find their own examples of specific genres to discuss
with group. (Use of library, internet resources etc.)
40 minutes
Students to produce a piece of writing in their own chosen genre, imitating the
features of the model they have discussed above.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 7
OCR GCSE in English Language A680:
Writing: Information and Ideas
Write what you know
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To communicate in writing clearly, effectively and imaginatively, using and
adapting forms and selecting vocabulary appropriate to task and purpose in ways
that engage the reader (W1).
Objective 2
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts, using a variety of linguistic and structural features to
support cohesion and overall coherence (W2).
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling (W3).
Recap of Previous Experience and Prior Knowledge
This lesson will follow on from previous sessions in the series. In preparation for this lesson
students will have been required to equip themselves with photographs, biographical details,
leaflets etc relating to places or persons known to them.
Content
Time
Content
15 minutes
Teacher recaps on the importance of communicating clearly with readers
through apt vocabulary choices, similes, metaphors etc. In particular, emphasis
is placed on the value of writers using their own experience to produce a precise
description of people or places or accounts of experiences.
15-20 minutes
Teacher provides hand-outs containing a variety of texts, particularly
autobiographies, travel accounts for students to read and discuss.
Consolidation
Time
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Content
GCSE English & English Language
Sample GCSE Lesson Plan
45-60 minutes
Students to write their own descriptions of a character or a scene etc from their
own experience and concentrating on precise details which will create a
convincing result. The description should be supported by the illustrative material
the students have brought to the lesson. Work to be completed as homework.
GCSE English & English Language
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Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 8
OCR GCSE in English Language A680:
Writing: Information and Ideas
Technical matters
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To practise and improve technical accuracy.
Recap of Previous Experience and Prior Knowledge
Students should have a reasonable working knowledge of spelling, punctuation and grammar and
of conventions of structuring stories and essays and will have written for a variety of purposes and
in different genres during their previous years of education. Their previous reading experience
should have made them acquainted with different models of English writing.
Content
Time
Content
10 minutes
Rather than dealing with this important issue in one session, the teacher is likely
to want to deal with it in an ongoing way. Key points relating to students’
problems with spelling, punctuation etc will be highlighted as part of normal
marking procedures and are best dealt with as short 10 minute starter activities
as appropriate.
Consolidation
Time
Content
10 minutes
Students to be made aware of the particular focus of the teacher’s marking for
different activities and should concentrate closely on them.
Students to mark and correct each other’s work and discuss their findings.
Students to experiment with punctuation in their writing by attempting to produce
deliberate ambiguities etc.
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GCSE English & English Language
Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 9
OCR GCSE in English Language A680:
Writing: Information and Ideas
Examination Practice: Descriptive writing
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To write to communicate clearly, effectively and imaginatively, using and adapting
forms and selecting vocabulary appropriate to task and purpose in ways that
engage the reader.
Objective 2
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts, using a variety of linguistic and structural features to
support cohesion and overall coherence.
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling.
Recap of Previous Experience and Prior Knowledge
This and the following writing sessions will build on all previous preparation for writing tasks.
Content
Time
Content
20 minutes
Teacher to present class with examples of different types of descriptive writing
(descriptions of place, characters etc) and follow this with a discussion of writers’
techniques, concentrating in particular on vocabulary choices, similes,
metaphors, and ways of appealing to the reader’s different senses.
20 minutes
Class to be issued with a passage of descriptive writing from which all
descriptive vocabulary has been omitted and asked to provide their own words
and phrases in order to discover how different effects can be created.
20 minutes
Discussion of outcomes of above task.
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Sample GCSE Lesson Plan
Consolidation
Time
Content
15 minutes
Teacher to introduce task and to emphasise the key features of writing
descriptively under timed examination conditions.
45 minutes
Students to write two contrasting descriptions of places, characters or objects
concentrating especially on precision of vocabulary. Task to be completed under
examination conditions.
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GCSE English & English Language
Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 10
OCR GCSE in English Language A680:
Writing: Information and Ideas
Examination Practice: Discursive writing
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To write to communicate clearly, effectively and imaginatively, using and adapting
forms and selecting vocabulary appropriate to task and purpose in ways that
engage the reader.
Objective 2
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts, using a variety of linguistic and structural features to
support cohesion and overall coherence.
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling.
Recap of Previous Experience and Prior Knowledge
See Descriptive Writing Lesson Plan.
Content
Time
Content
35-40 minutes
Teacher suggests a range of single-word or short-phrase topics to class and
then students, working in groups of two or three, explore into some of the topics
through suggesting associations arising from words or ideas which arise and
recording their investigations in diagrammatic form on sheets of A3 paper.
20 minutes
Whole class review of ideas and groups’ ‘association maps’ displayed in
classroom.
Consolidation
Time
Content
15 minutes
Teacher to introduce task and to emphasise the key features of writing
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Sample GCSE Lesson Plan
discursively under timed examination conditions.
45 minutes
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Students to use their ‘association map’ to write discursively on their chosen topic
under examination conditions.
GCSE English & English Language
Sample GCSE Lesson Plan
Sample GCSE Lesson Plan 11
OCR GCSE in English Language A680:
Writing: Information and Ideas
Examination Practice: Informative writing
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To write to communicate clearly, effectively and imaginatively, using and adapting
forms and selecting vocabulary appropriate to task and purpose in ways that
engage the reader.
Objective 2
To organise information and ideas into structured and sequenced sentences,
paragraphs and whole texts, using a variety of linguistic and structural features to
support cohesion and overall coherence.
Objective 3
To use a range of sentence structures for clarity, purpose and effect, with
accurate punctuation and spelling.
Recap of Previous Experience and Prior Knowledge
See Descriptive Writing Lesson Plan.
Content
Time
Content
45 minutes
Teacher presents a topic for discussion to class, ideally some issue for which
they have been prepared, and manages discussion which ensues. (An example
of a typical topic could be a consideration of the importance and rationale of the
school’s rules, attitudes to uniform etc.) Could link with Speaking & Listening.
15 minutes
Teacher recaps on main points of discussion. Students to write notes
summarising the main issues that arose.
Consolidation
Time
Content
15 minutes
Teacher introduces writing task related to previous discussion. For example,
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Sample GCSE Lesson Plan
following on from previous session the task could be to write an insider’s guide to
the school and its rules for new students.
45 minutes
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Students to write their response to the task under examination conditions.
GCSE English & English Language