Lesson Plan: Year 10 English
Objectives


To develop textual analysis skills through the use of media
texts and higher order questioning
To develop an awareness of intertextuality (making links
between texts)
Preparation
This lesson assumes that the class has already had some experience of
textual analysis through either coursework or looking at exam texts. They
should also be able to recognize SPAT (Subject, purpose, audience, text
type). The class is following the AQA A syllabus.
Materials
 Copy of an advert (Levi’s “Midsummer” is used in the programme,
but any ad with a strong narrative structure will be suitable)
 Sheets of blank A3
 Coloured pens
 Coke can or similar
Starter
1. Explain objectives
“Today we are going to develop your analytical skills: the skills you
need to write about texts in GCSE English, and we are going to look
at how texts link together. This is called intertextuality.”
2. Hold up a coke can and say: “What is this?” When they respond,
say “This is a media text”. The class now works out the SPAT of the
text.
Then say: “I want you to ask me questions that will make me
describe this text.”
Model the type of question: “What colour is it?”
Elicit several questions from the class but don’t accept any
questions that ask you to explain: only describe.
Then elicit questions that ask you to analyse the text.
Base your model on one of the student’s previous questions: “Why
is the can red?”
Give as full an answer as you can, going through the possible
connotations of the colour.
Answer each of their questions in the same way, making each
answer explicitly related to the SPAT.
3. Explain that what they have been doing is asking lower order and
higher order questions and the difference between them.
Emphasize the difference between descriptive and analytical
questions.
Write “WHO WHAT WHERE WHEN” on the board, score a big line
through this and explain that questions starting with these words
are banned for the rest of the lesson.
Ask them what they can use instead.
Elicit “WHY?” and “HOW?”.
Introduction
1. Explain that the class will be watching an advert and then analyzing
it.
Tell them to think of anything the ad reminds them of. Emphasize
that it doesn’t matter how tenuous the link is so long as they are
able to explain why it reminds them of something.
2. Watch advert
3. Take feedback
Explain that intertextuality is making links between texts and being
able to say why.
Mention that this is a skill they will be developing for their GCSE,
particularly regarding poetry.
Development
1. Split the class into mixed ability groups, with a piece of A3 and a
coloured pen per group.
Explain the task is to come up with analytical questions on the
advert.
Model the type of question: “Why does the advert use
Shakepearean language?” or “Why is it set in a city?”.
Watch the ad again
2. Give each group an envelope with a mystery topic that they must
ask questions about such as narrative, representation, colour,
setting or character.
Teacher should support the groups during this part of the task
3. The groups must now each agree on their three most interesting
questions (at least one of which must be on the mystery topic) and
asterisk them
4. Swap the sheets amongst the groups
5. Replay the video and support the groups in answering the questions
Plenary
1. Each group must feedback at least one question and answer to be
discussed as a class
2. Teacher should recap on objectives, explaining that the secret to
analyzing a text is to ask the right questions.
Emphasize that the kinds of questions they have asked can be
asked of any text that they study. Model this.
Also emphasize that describing texts will get marks in the lower
grade bands, but to get grades in the higher bands they must
analyse: do what they did in class today
3. Finally, go through the question stems getting them to call out
“Banned” or “Allowed”.
Follow-up
After this lesson I would keep the sheets and follow up by getting each
group to write a paragraph on OHTs on their mystery topic to create a
class essay. I would model the introduction paragraph and have the class
write the conclusion as a whole class. As each group presents, the rest of
the class feedback on “what went well” (WWW) and “even better if” (EBI).