Subject: Language and literature
Weekly Plan: WEEK 3 (19-23.09.2022)
Term 1
Day Objective
Tuesday
Students learn
how to analyse
language and
speech.
Unit title: Is seeing always
believing?
Assessment
Resources
Introduction/provocation Learning experiences (ability
groups/rotational activities)
ACTIVITY:
How did
writing
evolve? (p. 8)
THINKPAIRSHARE (p.
9)
Individually,
students use
search terms
provided to find
out about
writing
systems. They
then
summarize
their findings.
Individually,
students
watch a clip
of Tom
Leonard
reading his
poem, ‘The
six o’clock
news’ and
answer
questions
about the
poem. In
pairs,
students
discuss their
answers.
Monday
Students learn
how to analyse
a transcript
and practise
working in
pairs to learn
about how
writing
evolved.
Grade : 6
WATCHTHINKSHARE (p. 13)
EXTENSION
(P. 13)
Individually,
students watch
a clip from a
show and
answer
questions
about the
speakers. In
pairs, students
discuss the
speech and the
speaker’s
choices.
Individually,
students
watch an
Armstrong
and Miller
Second
World War
RAF sketch
and answer
questions
about the
language in
the clip.
DYNAMIC
LEARNING
ACTIVITY:
Analysing a
transcript
Teacher
resource with
a list of other
options for
documentaries
to use with
the unit.
How did
writing
evolve?
 Clip of Tom Leonard reading poem –
www.youtube.com/watch?v=T0H7acWan-c
Criterion C:
Producing text
Criterion D:
Using
language
DYNAMIC
LEARNING
ACTIVITY:
Analysing a
transcript
Criterion A:
Analysing
LINKS TO:
Geography (p.
13)
WATCHTHINKSHARE:
Students find
out where
English is
spoken around
the world and
present their
findings to their
class using an
interactive
world map
template.
Criterion A:
Analysing
 Quiz on register and audience –
www.educationquizzez.com/gcse/english/register-andaudience/
 Trailer for Sounds like teen spirit –
http://youtu.be/K0wMn3cMrnl
Students
then choose
dialects from
around the
world,
conduct
research
and present
findings on a
poster.
Wednesday
Students
practise
creating mind
maps and they
review their
knowledge
about
documentaries.
ACTIVITY:
Identifying a
documentary
(pp. 14-15)
Students have
to identify key
features of
documentaries.
ACTIVITY:
Genre
conventions
(p. 16)
Thursday
Friday

BEGINNING OF
THE YEAR TEST
In pairs,
students refer
back to the TV
programme
task, decide
which
programmes
are examples
of
documentaries
and then
create a mind
map.
In pairs,
students
choose a
programme
that they like to
watch and
discuss its
Cambridge tests
ACTIVITY:
Identifying a
documentary
Criterion B:
Organising
Criterion D:
Using
language
ACTIVITY:
Genre
conventions
Criterion A:
Analysing
Criterion B:
Organising
Criterion C:
Producing text
Criterion D:
Documentary channels:
National Geographic:
https://www.youtube.com/channel/UCBb9ldRLUMwKYtv4-sYqVA
BBC:
https://www.youtube.com/channel/UCRi4VfP8anP1t1vxaSPr3yA
conventions. In
groups of
three, students
research
common forms
of
documentaries.
Students then
choose two
types of
documentaries
on a table
provided,
identify key
features,
present
findings to the
class and
complete the
table as others
share
information.
Students watch
short clips from
documentaries
and answer
questions.
Using
language
Documentary network:
https://www.youtube.com/user/Documentary