English PGDipEd
Cover Sheet SA2
Please complete this sheet for all groups. This only needs to be filled out once per group and should be kept with your lesson plans.
Pupil Information- PP/SEND/EAL/other
EAL: 2
PP: 7
SEND: 2
Note down any personalised approaches for
support and/or challenge
EAL students: in class support offered in the
classroom. Tasks are dual coded to correspond
written language to images.
Class data (target grades etc.)
Lower Prior Attainment
Set 2b – 4th out of 5 sets.
Target grades: 3-4
SEND: No specific interventions noted.
Lessons designed with extension tasks and
success criteria to support students
attainment.
Key assessment objectives:
To prepare Key Stage 4 students for the Poetry components of the AQA GCSE English Literature paper.
To understand how to write critically about poetry and compare authors intent across two poems.
Assessment Task/ Outcomes:
Full mock examination (term 2b)
Subject Knowledge Requirements
Power and Conflict Poetry, AQA GCSE Examination Requirements
English PGDipEd LESSON PLAN PRO FORMA
STUDENT: Alex Beddall
SCHOOL: Wood Green Academy
CLASS: 10 Set 2b
Date: 20.03.23
Time: Session 4, 12:00-13:00
Learning objectives/outcomes:
To understand what makes an effective paragraph
To create effective paragraphs in our poetry responses
Curricular Focus (from NC, school objectives, AOs, specification etc.)
AQA English Literature – Related to practical criticism and poetry comparison
NC – reading a wide range of high-quality, challenging, classic literature
Scheme of Work/Lesson Context:
Spring Term (2b) – Power and Conflict Poetry
Homework:
N/a
Adapting the learning
Students follow a I do, we do, you do model for tasks, allowing them to access content through models and scaffolding.
Students with EAL requirements supported with LSA support their learning.
Dual coding used throughout to make tasks accessible for students.
Tasks chunked and modelled throughout lesson.
Mixture of written and verbal questioning given throughout.
Think about cognitive load/seating plan/grouping/PP/routines/task
Resources including support staff
PowerPoint slides, Question tick-sheet printouts, Poetry Anthologies
1 EAL support staff
Pupil learning and activities. Why are they doing the activity?
(Retrieval, new learning etc.)
Starter
10 mins
Teacher activities (modelling/scaffolding, explaining, other)
Welcome students into the classroom. Teacher
puts the starter on the board ready for students to
start as soon as they walk in.
Formative Assessment
How will I know what/whether
pupils have learned?
1 min – Teacher welcomes the class and explains
the starter activity to students.
Teacher circulates around
the room, checking what
students are writing in
their books. Teacher
provides verbal feedback
and asks questions to
prompt students to
deliver detailed
responses.
4 min – Feedback: Teacher uses cold-calling to ask
for responses to starter activity. Teacher collates
common themes onto a mindmap on the white
board.
1 min – Teacher introduces the lesson for the day,
reflecting on the focus of paragraph writing
following results of mock exams completed by
students the previous week.
Verbal responses given by
students to guided
questions/cold calling.
4 mins – Recall: How to plan a poetry response.
Teacher provides overview of essay planning
structure which has been covered in previous
lessons. Teacher asks questions through cold
calling and hands up to get feedback.
Verbal responses given by
students to guided
questions/cold calling.
5 mins – Favourite Poem: Students write down what their
favourite poem is from the anthology studied so far. Students
are asked to consider the reasons as to why it is their
favourite. Challenge: Students provide their favourite quote
with annotations in their books.
Introduction
5 mins
Students respond verbally to prompts given by teacher.
Students make notes where appropriate to their
understanding.
Steps for response planning include;
1) Highlighting keyword in poetry question
2) Mind mapping the keyword in relation to
the poem stated in the question
3) Adding quotes to ideas created in mind
map
4) Drawing a venn diagram comparing poem
stated to another poem of their choice.
Students should aim to identify two
similarities and two differences from
these poems.
Development
35 mins
Students respond verbally to prompts given by a teacher.
Students make notes where appropriate to their
understanding.
15 mins – I do/We do Paragraph Writing: Teacher
speaks through the method of writing paragraphs
for this lesson, while live modelling a paragraph to
students.
Students are told to consider paragraph writing as
a series of questions they have to answer. These
are:
1) What do you think the poet is saying
about the keyword?
2) What quote tells you what the poet is
saying?
3) What do you think are the most
important word(s) in the quote?
4) What is so important about these words?
(referring to language techniques and
word classes)
5) How do you think this makes readers
feel?
6) [Starting a new paragraph], how is this
similar or different to your other poems?
Verbal responses given by
students to guided
questions/cold calling.
Teacher circulates around
the room, checking what
students are writing in
their books.
Question 6 includes sentence starters to support
students in their work.
5 mins – Identifying features of a paragraph: Students
provided with an example paragraph and are given the 6
questions previously discussed. Students label parts of the
model paragraph, identifying which sentences relate to which
question in the structure provided.
Teacher circulates around
the room, checking what
students are writing in
their books. Teacher
provides verbal feedback
and asks questions to
prompt students to
deliver detailed
responses.
5 mins – Feedback: Teacher uses cold-calling to
ask for responses to paragraph labelling activity
given to students.
Plenary
10 mins
Verbal responses given by
students to guided
questions/cold calling.
10 mins – You do Paragraph Writing: Using the 6 questions for
paragraph writing as success criteria, students write a
response to the following question:
“How do poets present abuses of power in London by William
Blake and one other poem”
Students can choose which quote they want to use from the
poem, or may use “How the Chimney-sweepers cry”
Teacher circulates around
the room, checking that
students are writing in
their books. Teacher
provides verbal feedback
and asks questions to
prompt students to
deliver detailed
responses.
5 mins – Self Assessment: Students review their work using
the 6 questions for paragraph writing as success criteria.
Students mark in their books where they believe they have
answered the questions in their paragraph.
Teacher circulates around
the room, checking that
students are writing in
their books. Teacher
provides verbal feedback
and asks questions to
prompt students to
deliver detailed
responses.
Pack Away
5 mins – Pack Away
Be ready to discuss your evaluation with your mentor and/or tutor. Think about the impact of what you do on the pupils’ learning and set yourself targets for following
lessons. Choose two/three bullets points to focus upon each time.
Select areas to evaluate the following:
 The learners’ progress (what learning took place for whom?) behaviour (classroom management techniques) and motivation (how engaged were pupils?)
 Classroom management
 Your subject knowledge
 The suitability of tasks in relation to the learning objectives
 Adapting to meet pupil needs
 Your teaching methods
 Your use of resources and teaching assistants including the class teacher where appropriate
 Consider your preparation and planning; explanations; transitions.
 Other not listed
What went well (WWW)?
Students responded well to the question style of writing a paragraph.
Resources were planned with the students in mind and ease of access. Throughout the PowerPoint, all items were colour-coded, and animations were related
to the task at hand.
Even better if… (EBI) e.g.
•
What did I learn from teaching the lesson?
•
Targets: what should I change/remember next time?
•
Do your perceptions of the lesson coincide with those of the class teacher/ mentor/ university tutor/ pupils?
Unfortunately, the EAL support staff did not arrive for this lesson. In future, knowing of the staff members absence, I will endeavour to provide alternative
support for the students.
Some students appeared disengaged during the modelling of responses. In future, I will evaluate the moments of the teacher talking and try to vary these up
with activities based more student led.
Secondary School Studies 3 – Module Task reflection
The focus of this lesson was on improving the written literacy of students within my Year 10 class. This group are a lower prior-attaining group,
with target grades of 3-4. Currently, students within this group are achieving grades of 1 or 2 in their mock examination papers. Feedback from
the mock exams was mostly universal for this group. While most students could recall accurate information regarding the poems for comparison
purposes, the vast majority of students failed to write about these poems in a way that satisfied the requirements of the AQA GCSE English
Literature syllabus. In some cases, the idea of a paragraph was missing from scripts, with students writing in continuous prose and lacking clear
signposting in discussions. As such, I wanted to focus on methods and interventions for addressing this lower level of written literacy within the
classroom.
During lessons, students in this Year 10 class display very good verbal reasoning skills, being able to provide detailed responses to verbal
questions asked by myself. As a result of this, I wanted to replicate the ‘question and answer’ style students displayed competency with but in a
written form. This led me to re-evaluate the structure in which these students have been taught paragraphs to facilitate a better written response
from the class. From here, I devised a 6 question approach to paragraph writing, providing students with success criteria for each paragraph. This
method was modelled for students and spoken about in great detail during the lesson, allowing students to see the application of questioning live
and ask questions should they need to.
I adapted the teaching of this paragraph structure in several ways, recognising the different abilities and requirements of students in the
classroom. Firstly, this lesson followed an I do, We do, You do framework to allow students to see models of correctness in the first instance and
gradually become independent by removing scaffolding. All resources throughout the lesson were dual coded and/or colour coded to help
students understand the words on the PowerPoint more. This is particularly useful for the EAL learners in the room who rely heavily on the
written information presented on the board to understand the lesson’s content. Using printed resources also helped students complete their
responses well. Each student received a physical copy of the 6 questions, which were success criteria during the independent task. Students
having the option to tick off questions physically helped to materialise their learning outcome and helped them track their progress and go at a
pace that suited their learning. Ultimately, these changes helped to create an easy-to-follow lesson which broke down one of the key literacy
skills students need for their GCSE.
Additionally, during the independent task students had, I was able to circulate the room and make assessments on the responsiveness of students
to the task and their written abilities. Having reviewed their mock papers, I had some awareness of their abilities and specific literacy issues
affecting certain students. While this lesson was limited in time, I will continue to revisit this paragraph structure in lessons to keep track of
students’ progress and continue to adapt the lessons in response to the assessments for learning made into their written literacy.
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