Year 8: Survival Grammar
Duration: 19 lessons
About the unit: This unit is designed to improve students’ writing skills and knowledge of grammar and punctuation. It should be a foundation basis for
the literacy lessons and supports students’ writing and analysis throughout the year.
Prior learning
Expectations
Most pupils will: Be able to identify and comment on adjectives, nouns, verbs, adverbs. Know how difference between a
In order to complete this unit
successfully, pupils should be
complex sentence and a simple sentence and be able to use these structures. Understand that sentences have 4 different
able to draw on knowledge and
functions. Be able to paragraph. Be able to identify difference between past and present tense and use each tense consistently.
experience of:
Be able to use apostrophes, commas, semi-colon, and colon with increasing accuracy. Be able to adapt writing for different
audiences.
 Grammar and
punctuation in Yr 7
Some pupils will not have progressed so far and will: Have some idea of difference between nouns, verbs and adjectives.
 Writing for purpose and
Know what makes a simple sentence different from a complex sentence and begin to use both structures in writing with some
audience in Yr 7 e.g. to
success. Understand that there are different functions performed by sentences such as question and instruction. Begin to
explain in ‘Once’ unit.
recognise difference between past and present tense and stick to one of these tenses in each piece of writing as far as possible.
Know the rules for apostrophes. Begin to understand rules for using commas.
Starters:
 See scheme
Homework
Some pupils will have progressed further and will: Be expected ( please guide more able on this) to use the knowledge
gained independently in writing, becoming more effective writers and proof-read work to ensure it meets high standards. When
writing, make independent choices about use of tense, sentence structure, punctuation and adapting writing to audience and be
able to articulate why they have made the choices they have.
Key Concepts:
Stages:
Creativity: Using creative approaches to developing
Stage 1 Lessons 1-7 Parts of speech, persuasive devices, simple
ideas.
Cultural understanding: uses ‘Touching the Void’ and
and complex sentences, uses of the comma, revision of apostrophes
‘127 Hours’ to give insight in to different cultures and
and tenses.
experiences.
Critical Understanding: Analysing and evaluating
Stage 2 Lessons 8-13 Functions of sentences, exploring effects of
written language and appreciating how meaning is
punctuation, revision of colons and semi-colons, analysing writer’s
shaped.
use of language and structure, exploring the effects of verbs and
Competence: Being clear and accurate in written
sentence lengths.
communication.
Stage 3 Lessons 14-19 arguing and persuading, revision of rules
Demonstrating a secure understanding of the
conventions of written language – grammar, spelling
of speech punctuation, tense and feature of debate, writing for
and punctuation,
different audiences and self-evaluating progress.
See lesson plans
Resources See lesson plans
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Year 8
Page 1 of 21
1
Year 8: Survival Grammar
Duration: 19 lessons
Stage 1 Lesson 1
Objectives
To recap grammar terminology and understand how to work effectively in a group.
Starter
Pupils thought storm all the words and phrases they can think of regarding ‘grammar’. Class discussion regarding these terms and why
grammar is important.
Introduction
Development
Get students to highlight words in one colour for terms they
Work through the boardworks ppt on group work.
understand and another for those they are not sure about.
Once students have completed the task by giving themselves
Split students into pairs or groups of 3 and set up homework. Each targets, establish a set of class rules for discussion work.
group will need to be assigned a feature of grammar/ parts of
e.g. Everybody must contribute
speech e.g. nouns, prepositions, verbs, articles, adjectives,
You must back up your ideas with at least 2 reasons etc
adverbs, pronouns, conjunction, interjection, gerund etc
They will need to do a presentation on their given topic to the rest
of the class and produce a rhyming quatrain to help people
remember the meaning along with examples.
(This will be redone later, replacing the characters with punctuation
signs!)
(Low ability: use ‘the grammar family’ primary resource. Optional:
have students design a poster with their quatrains for display.)
Plenary: Read through hot air balloon debate ensuring clarification of any vocabulary or questions. Ask students to share initial thoughts
about who ought to be saved and practise discussion skills as a whole class.
Homework: As set in the introduction – presentations will need to be completed for Lesson 3
Resources: Hot air balloon debate.
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Year 8
Page 2 of 21
2
Year 8: Survival Grammar
Duration: 19 lessons
Stage 1 Lesson 2
Objectives
To recap features of writing to persuade. To understand how to develop points in a discussion, informing paragraph development.
Starter
Put GRIPPER3P on the board, in pair, students fill in the different persuasive devices they can remember.
Introduction
Recap the importance of development in a discussion, linking to
NC levels on orange sheets.
Development
Allow students 15 - 20 minutes for their discussions.
Allow students to individually weigh up each person’s contributions
and negative points – they record this how they wish e.g. in a
table, thought storm etc. However, their thoughts must be
recorded before they begin their discussions.
Gather the results from each group to determine which characters
would be thrown over board, collectively.
Plenary: Students write a letter from the point of view of a character that is to be thrown over board, trying to convince the others to let
them stay. Students must write at least 4 sentences per paragraph.
Get students to underline and label devices they used in their letters and self-assess how their letter could be made more successful.
Homework: None set
Resources: Hot air balloon task.
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Year 8
Page 3 of 21
3
Year 8: Survival Grammar
Duration: 19 lessons
Stage 1 Lesson 3
Objectives
To understand part of speech and grammar and be able to apply the terminology, independently.
Starter:
Allow students five minutes to run through and practice their presentations on parts of speech/ grammar.
Introduction
Get students to briefly outline the difference between
discussion and presentation skills, thought storming the skills
required for presentations.
Students complete presentations and worksheet defining the
term and writing an example.
Development
In pairs, students then need to use their sheets and knowledge to label
each word in the following sentences – (there are more sentences on
the teacher copy, so try to set up a competition with higher ability
classes.)
verb
noun verb
noun
verb
verb
Stop!
John
John
is
working.
works.
interjection
pron.
conj. adj.
noun verb
prep.
noun
adverb
Well,
she
and
John
to
school
slowly.
young
walk
Discuss answers and problems as a class.
Handy review of 5 things they’ve learned today.
Plenary: Set homework and discuss spelling strategies.
Homework: Spelling list (homophones 1-10)
Resources: Worksheet to complete listing terms, definitions and examples. Spelling list. Teacher list of sentences and annotations.
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Year 8
Page 4 of 21
4
Year 8: Survival Grammar
Duration: 19 lessons
Stage 2 Lesson 4
Objectives
To recap sentences types and introduce the comma
Starter
Match sentences to types of sentence. Students will need to explain how they knew (write or discuss) and when you might use different
sentence types. (There are two versions of this, please pick which is most suitable for your group.)
Introduction
Development
Spelling test
Work through board works powerpoint on commas to remind
students of how commas are used in complex sentences.
Students complete Year 8 Badger sentence starter 23 and work
out the 6 rules for using a comma.
Students should complete all activities in their exercise books.
Design a poster to help students in Year 7 work out where to put
commas in their work, linking to NC levels e.g. level 3 = using
commas accurately in lists (you may wish to experiment with the
oxford comma here) etc.
Plenary Give students a simple sentence e.g. I walked up the drive. Students to change the sentence to produce a complex sentence
demarcated accurately. For higher groups, an embedded complex sentence, a surrounding complex sentence and a beginning complex
sentence.
Homework:
Resources: Sentences and sentence types, Year 8 Badger sentence starter 23, Complex Sentences board works power point, white
boards, plain paper, colours
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Year 8
Page 5 of 21
5
Year 8: Survival Grammar
Duration: 19 lessons
Stage 2 Lesson 5
Objectives
Creating complex noun phrases with accurate use of commas
Starter
Save Grandma: “Let’s eat Grandma!”
Introduction
Introduce the following sentence:
She turned round but there was no one there except a painting, all of a sudden
the people in the painting moved and started talking again, Jade couldn’t
believe her eyes.
Development
Expanding sentences (sentences builder). Complete the activity on
the slide, following rules about how to expand sentences from
simple to complex. Share.
Class discussion: What do complex sentences allow the writer to
create?
Students work out in pairs what it wrong with it. Class discussion
in which this is clarified.
Give out worksheet to clarify, getting students to highlight key
parts.
Ask students to now decide if the following sentence is correct or
Compare the sentences in the following extract: (from Touching the
needs correcting:
Void).
The boy skipped over the wall, he was getting more and more What effects are created?
tired as he approached the train station out of the corner of
his eye, he could see the train doors closing.
Plenary: Game: students individually use the words on the power point to create one complex sentence. The aim is to use all of the
words and ensure the sentence makes complete sense with correct use of commas…
Class discussion: what have they found out about sentence openings from this task?
Homework
Write 2 to 3 paragraphs describing your bedroom. Ensure you have used 2 simple sentences, 2 compound sentences and 2 complex
sentences. Check use of commas and label the sentences. (Please clarify topic sentences and expectation of sentences in a paragraph.)
Resources
Comma splicing sheet, Expanding sentences slide, Plenary mixed sentences task, Extract from Touching the Void
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Year 8
Page 6 of 21
6
Year 8: Survival Grammar
Duration: 19 lessons
Stage 2 Lesson 6
Objectives
To explore the rules and use of apostrophes in modern Britain.
Starter
Apostrophe wars
Introduction
Development
Spelling test.
Work through apostrophe board works power point to ensure rules are
consolidated and understood.
Read through article and answer the following questions:
1. What are the rules surrounding apostrophes?
2. Class discussion: In your opinion were they right to drop the use
of apostrophes?
Read through the reinstating of apostrophes article: Were the council
right? How much do apostrophes really help us?
Students to write a paragraph evaluating their study of apostrophes
this lesson. Please ensure paragraphs are developed and connectives
are used.
Plenary: Create a resource to help primary school children understand the different uses of the apostrophe. Remember:
 Clear and simple explanations
 Correct examples
 Make it appealing for your target audience
Homework: Look at signs in your local environment for a week. List all the apostrophe catastrophes you spot and correct them underneath.
Resources: Apostrophe Wars worksheet, Apostrophe board works power point
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Year 8
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7
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 7
Objectives
To write in a variety of tenses consistently. To understand the impact of tense in texts.
Starter:
Today, he/she…
Today I…
Yesterday I…
Yesterday he/she/they… I have…
He/she/they…
Students to draw out and complete the table for the following verbs: see, fly, hear, find, work, write, panic, do, go, peer, touch, breathe,
What patterns do they notice?
Introduction
Development
Students draw a table and list all the similarities and differences
Read extract from ‘Touching the Void’ – chapter 5
between the two pieces (‘Touching the Void’ extract and their sheet)
In pairs, students work out the tense of the piece, viewpoint and
genre.
Students correct tense on their sheet (past or present – you may
wish to be selective if particular students have an issue with on
tense).
Answer the following questions in sentences: What is happening in
the extract? What can you say about the range of sentence
Allow students to decide which extract they will continue and give
structures and effect?
them 20 minutes writing time.
Plenary: Students peer-assess their writing focusing on use of : consistent tense, complex sentences, range of devices, atmosphere,
accurate use of commas and apostrophes.
Homework: Spelling test 1-20
Resources: Changing tenses (past to present, present to past), extract from ‘Touching the Void’ from Chapter 5, spelling test 1-20
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Year 8
Page 8 of 21
8
Year 8: Survival Grammar
Duration: 19 lessons
Stage 2 Lesson 8
Objectives
Functions of sentences
Starter : Sorting activity – students need to match up sentences to their functions. (Allow them to work this out in pairs and clarify in a
discussion.)
Clarify answers and explore how the functions themselves are clues to the content.
Introduction
Development
In groups, students use text 1, 2, 3 and tally up the types of
sentences in each extract. Competition element, first group to
finish with correct answers, wins.
Tally up sentences in ‘Touching the Void’ extract from Chapter 8 –
(thoughts through his head), individually.
Short reading task: How does the writer’s use of sentence types
reflect his emotions?
Teacher to model the opening as students continue using the key
words: declarative, imperative, interrogative, exclamatory, simple,
complex, tension, fear, create, atmosphere, panic, rhetorical
question, imagery, first person.
Plenary
Class discussion: Are functions of sentences important? Is it always easy to clarify? Can sentences be both? Challenge class to make up
a sentence that covers 3 or, all functions. Share.
Homework
Resources
Text 1,2,3, starter, Touching the Void extract from Chapter 8
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Year 8
Page 9 of 21
9
Year 8: Survival Grammar
Duration: 19 lessons
Stage 2 Lesson 9
Objective: To revise accuracy of comma usage and explore the effect of a range of punctuation in a text.
Starter: Where does the comma go? Students add in commas in the correct places, and then punctuate the following sentence: Charles
the first walked and talked half an hour after his head was cut off.
Introduction
Recap: what is comma splicing? Ask students to identify
the problem with the sentences on Year 9 Badger
Sentence Starter 15 and correct the first 5.
Try Year 9 Badger Sentence Starter 21 (proof reading) for
higher sets to differentiate and get them thinking about a
wider range of punctuation.
Development
Play kung fu punctuation with an extract from Touching the Void.
What do they notice about the use of punctuation in the extract? How does it
contribute to the tone and atmosphere of the text?
Divide students in to groups and give each group two sentences from the
extract. They will need to analyse the effect of punctuation, sentence types
and impact of tense focusing on effect on reader. Annotations are fine.
Students swap 3 times, adding new ideas and possible interpretations to
others’ work each time.
Class discussion: which pair of sentences had the most impact? Which was
the most dramatic? Which made you feel most sympathetic?
Plenary: spelling test 1-20 (revision of tenses)
Homework: How does the writer’s use of punctuation contribute to the tone and atmosphere of the text? Write 1 PEAL paragraph
including alternative interpretations. Key words: suitable connectives.
Resources: Comma Starter, Badger starter 15 and 21, Kung fu punctuation, extract from ‘Touching the Void’
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Year 8
Page 10 of 21
10
Year 8: Survival Grammar
Duration: 19 lessons
You will need to ensure you have marked a piece of writing from students in your
group for this lesson.
Stage 2 Lesson 10
Objectives: To recap using colons and semi-colons accurately in writing.
Starter: The answer is ‘overkill’ although you may wish to play
hangman with your class instead. To challenge, get students to work
out the link to the learning objective.
Introduction
Split students into pairs. Label them A and B. As will need to use Badger Starter sheet to
study colons and Bs will need Badger Starter sheet to study semi-colons.
Give students 10 minutes in silence to make their own notes and work out the uses and
rules. They will then need to work out how to teach it best to their partner. To make it a bit
more challenging, take the sheets away, or, ban talking (or writing) when students teach it
to their partners.
Development
Creative writing task: Write a short story
including the following:
 12:04 pm
 A bus stop
 Smarties
 Cloud
Aim: to use five pieces of punctuation
accurately.
Plenary: Peer- assess each others’ work, checking for punctuation accuracy. Share.
Homework
Spelling test 1-30
Resources
Spelling test 1-30, Badger sentence starter 18 and 19 (Year 9)
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Year 8
Page 11 of 21
11
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 11
Objectives To explore use of verbs and sentence lengths together, comparing and analysing two aspects of extracts.
Starter
Project extract from Chapter 3: Ask students to write down the words that are specialised in the extract. How did they know? Can they
work out what it means? How does it make the writer come across and the reader feel?
Introduction
Development
Focus on extract from chapter 2.
Write a comparison of how Simpson uses language and structure to
create effect in Chapter 2 and 4 of Touching the Void.
 Students will need to select 1 language feature that is in both
extracts to explore
 Students will need to select 1 structure feature to explore.
Identify and label verbs in extract 1. Which tense are they in? How
does this make the action seem?
Focus on rhythm of writing in extract 2. How does it change from
extract 1? How do we know? What effect is created for the
reader?
Please clarify connectives here before students begin.
(For lower ability students, ask them to write about 1 extract rather
than comparing.)
Plenary: Share responses. How much terminology have students managed to use in the answer? Thought storm terminology explored in
lessons so far and ask students to add them to their answers.
Homework
Resources: Extracts from ‘Touching the Void’
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Year 8
Page 12 of 21
12
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 12 – preparation for reading - Higher
Objectives
Reading assessment preparation – higher (Everest)
Starter
Students are given a quotation which they annotate for features. Introduce the concept of connotations and lead exploration of
vocabulary to introduce interpretations: “An awful weariness washed through me, and with it a fervent hope that this endless hanging
would soon be over.”
Introduction
Development
Students read through extract from chapter 7.
Students look at model essay one, highlighting what is good about
it, giving it 1 star and 2 wishes. Class discussion about which level
this would be and why.
Students given the extract ‘Everest the hard way’ and question:
How does the writer use language and structure to convey their
thoughts and feelings?
Students will need to make a list of thoughts and feelings that they
feel are evident in the article (thematic explorations are also fine).
Students repeat task with model answer two.
In pairs, create checklist for their own Reading Assessment
Plenary
Make a phrase bank of phrases e.g. this suggests…
To help them develop their analyses.
Homework:
Spelling test 1-40
They will then need to highlight the quotations they would like to use
and label the features in those quotations.
Resources: Extract from Touching the Void p107-108, model essay 1 and 2, Everest the Hard Way assessment task
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Year 8
Page 13 of 21
13
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 12 (Mixed groups – Girl Surfer)
Objectives To recap skimming scanning and practice using inference and deduction skills
Starter
_ Show OHT 1 (page 2 of the pupil reading booklet). Tell pupils this is the title of a magazine article they are about to study. Ask them to speculate on
what these words suggest about the article they are about to read. Write their suggestions on the OHT. Draw out some of the following:
– Types of power. Political power/leadership? Physical strength? Money? – Of “One” what? Is this about a particular person? – A tribute to
somebody?– A mathematical formula?
Introduction 25 mins
Development 20 mins
Read first four paragraphs of the article together, clarifying vocabulary.
Tell pupils that they are now going to read the rest of the article on
Show OHT2 (page 5) of reading booklet and go through true/false
their own. While they read, they should think about the events that
statements. In pairs, students reread text and decide which statements
happened to Bethany Hamilton and the order in which they appear in the
are true or false. Elicit which reading skills have been used and show
article.
OHT3 (answers).
Explain that they do not necessarily appear in the order in which they
Ask pupils to turn to Question 1 explaining that this question requires
happened. Remind pupils of the term chronological and check that they
them to infer and deduce by working out what the writer suggests about understand what it means.
Bethany’s character.
It may be necessary to explain that junkets are marketing events run by
Reread paragraph 3 and take pupils through the example provided,
the film industry. It may also be necessary to explain Bethany’s nonexplaining how the answer was arrived at.
standard idiom “trying to do good” (trying to do well).
Remind pupils that in order to answer any of the questions successfully, _
they will need to use the reading strategies they have practised and
Show OHT 4 (page 6 of the pupil reading booklet), the time-sequence grid,
discussed. Ask them to complete the rest of Question 1 independently.
and explain that it lists a number of events in Bethany’s life. Their task is to
Give them about five minutes for this but tell them that they will be able
work out the order in which they happened in real time as well as the order
to return to their answers during the next lesson if necessary.
in which the writer includes them in the article. This activity should be
completed in pairs.
Plenary 10 minutes Ask each pair to join another pair to form a group of four in order to agree their answers. After two or three minutes, show OHT 5
so that pupils can check their answers. Ask them in their groups to discuss why they think the writer chose not to write about the events in
chronological order. Explain that you will take feedback on this at the beginning of the next lesson.
Homework
Resources: Girl surfer assessment pack
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Year 8
Page 14 of 21
14
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 13
Objectives
To complete reading assessment independently.
Starter
Spelling test
Introduction
Higher: ‘Everest the hard way’. How does the writer use language and
structure to convey their thoughts and feelings?
Development
Mixed: Introduction (20 minutes)
Mixed groups should need about 40 minutes to
complete.
_ Give
pupils several minutes to read through their responses to the plenary
from the last lesson and then take feedback. Draw out some of the following:
– A non-chronological structure allows the writer to prioritise events in the
order of his choice rather than the order in which they happened
– It allows him to foreground the shark attack which has triggered the
media interest in Bethany and made her famous
– It allows him to fill in the detail of Bethany’s family background later in
the article since this is not the focus of the article
– By beginning with the shark attack, he immediately captures the
readers’ interest.
_ Refer pupils to the reading booklet and answer booklet and ask them to
turn to Question 2 which requires them to consider the way the article is
structured. Give them ten minutes to answer this question independently.
Common Reading Assessment
Plenary
Self-assessment using effort levels and proofreading of answers/ essay.
Homework
Spellings 1-50
Resources
Spellings 1-50
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Page 15 of 21
15
Year 8: Survival Grammar
Stage 3 Lesson
Duration: 19 lessons
14
Objectives
Debate discussion on extreme sports as preparation for writing inform and argue boards works plus developing paragraphs
Starter
Go through ‘Your viewpoint’ board works power point to remind students to use techniques in their work. Explain you are preparing for a
debate to inform their writing assessments based on the task.
Introduction
Development
Go through board works ‘inform and argue’ focusing on writing
assessment task. ‘Write an article arguing for or against extreme
sports.’
Students plan their debate, working on using a range of techniques
and developing their points.
Put students in pairs and then divide the class in half. One half for
extreme sports; the other against.
Please ensure both students in each pair are writing in their exercise
books.
Plenary: Self-assess work highlighting and labelling the use of techniques and material to develop paragraphs. Class discussion focusing
on other techniques that could be used to strengthen arguments (anecdotes, real life experiences etc)
Homework: Students decide on what extra material or research is needed for their debate. They will also need to decide which specific
sport they wish to write about and prepare a word bank for lesson 16.
Resources: ‘You viewpoint’ board works, ‘Inform and argue’ board works.
Please note: Board works power points will need to be edited to suit your group for this lesson! You won’t be able to get through all
activities on each power point so be selective!
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Year 8
Page 16 of 21
16
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 15
Objectives
To partake in a debate
Starter:
Students decide and write down the rules of a debate
Introduction
Development
Debate ‘Speaking and Listening’ Common Assessment if you
wish – unless you would like to do the punctuation hot air balloon
task….
Debate ‘Speaking and Listening’ Common Assessment if you
wish – unless you would like to do the punctuation hot air balloon
task….
Plenary
Students self- evaluate their contribution by filling in the ‘pupil comments’ section of their orange sheets.
Homework
Resources
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Year 8
Page 17 of 21
17
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 16
Objectives
To recap use of speech punctuation, applying rules in different genres.
Starter
Synonyms for ‘said’ – in pairs, write as many as possible (introduce competitive element). Discuss how to further develop writing of
dialogue and clarify its role in writing an article.
Introduction
Development
Read extract and get students to highlight in different colours
when the two characters are speaking. After this, students decide
on the rules of speech punctuation.
Students peer assess use of dialogue, (+1 for every rule followed
correctly, -1 for every rule missed).
Students play the restrictive writing task.
To challenge the high ability students and higher ability students in
mixed sets, further restrictions by limiting words per line: 10 words
for the first line, 9 words for the second line etc.
What is the difference between reported speech and dialogue?
1. Poppy explained that the chocolate ants had tasted delicious.
2. Teddy declared that the experience of flying had been unsettling.
3. I asked them what they would like to quench their thirst.
4. Pithin said he was not hanging about to be insulted.
Students use the above sentences to make a list of differences.
Students have a go at changing rewriting their dialogue as reported
speech.
Plenary:
Students write a paragraph explaining the difference between reported speech and use of dialogue.
Homework
Resources: Extract to elicit speech punctuation rules, restrictive writing task
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Page 18 of 21
18
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 17
Objectives
To plan an article in detail focusing on active and passive tense and writing to argue.
Starter
“We want people owning their own home – we want people owning a businesses.” (George Bush, April 18, 2008.) What mistake did
George Bush make here? How can it best be corrected?
Introduction
Development
Remind students of tenses found in newspaper article (active
tense and passive tense), working through the power point. There
are sets of sentences to change but you may not wish to complete
all of them.
Go through board works ‘argue persuade advise’ to help students
structure their articles.
Students create a plan for their article focusing on board works
example, including topic sentences.
Class discussion: which tense would be appropriate for an article?
Plenary: Students peer- assess plans against highlighted targets, adding ideas, questions and advice to each other’s work.
Homework: Gather a series of images to add to your article.
Resources: Active and passive power point, argue and persuade power point.
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Page 19 of 21
19
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 18
Objectives: To create a personal check list, evaluating drafts to consciously craft writing at target level.
Starter
Students thoughtstorm key features of an article, drawing on previous lesson and knowledge from their article writing in year 7. They will
need to use this check list to self-assess their final drafts.
Introduction
Development
Give out the grammar mountain and get students to highlight two
targets on it. This will need to be stuck in their books and used to
assess their articles.
Students begin Common Writing Assessment to be completed
on paper for folders.
Students write up the first two paragraphs of their plan – please
encourage/ explore personal writing style, changing tone and
voice with students.
Self or peer-assess work, giving two stars and a wish.
Plenary
Common Writing Assessment
Homework: Complete article in neat.
Resources: Grammar Mountain
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Page 20 of 21
20
Year 8: Survival Grammar
Duration: 19 lessons
Stage 3 Lesson 19
Objectives: To analyse and evaluate the importance of punctuation in the English Language.
Starter
Punctuate the following sentence: women without them men are nothing
Class discussion on importance of punctuation and its impact on meaning.
Introduction
Development
Students complete sheet on types of punctuation and their uses.
Hot air balloon punctuation debate! (15 minutes)
(Teacher version is also in resources – encourage them to create
their own examples)
1 piece of punctuation must come out… and students must have at
least 3 reasons why…
There are 12 pieces (you can eliminate according to number of
students in your group. Ideally each person takes on the persona
of a piece of punctuation and will need to argue why they are
important enough to stay in the English Language (Hot Air
Balloon!!)
Take class feedback.
You may end up with 2 or 3 debates/ discussions simultaneously.
Plenary
Referring to the Grammar Mountain, students decide which piece of punctuation is the most important/ most difficult to use/ one to double
check consistently with justifications.
Homework
Evaluation of module
Resources
Evaluation sheet which will need to be stuck into books and completed.
Created by
SND
Year 8
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