TSL: Example lesson plan Year 9: Interviewing a visiting writer
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The National Strategies | Secondary Teaching speaking and listening: Example lesson plan Year 9: Interviewing a visiting writer
Example lesson plan Year 9: Interviewing a visiting writer Year: 9 Term: 3 SOW: Speaking and listening skills Lesson number(s): 2 Title: Interviewing visiting writer
Objectives Speaking and listening S&L 1 Reflect on the development of their abilities as speakers in a range of contexts. S&L 3 Develop interview techniques.
Assessment focus/objective AF Speaking and listening AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and content AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions Lesson outcome •
Have used appropriate vocabulary to question and comment on a writer’s work.
•
Have listened sensitively to responses and to other questions/comments.
•
Have reflected upon your own speaking and listening skills.
Resources •
Card sort
•
Rachel Broady articles
•
Mini-whiteboards
00008-2010PDF-EN-18
© Crown copyright 2010
2 of 2
The National Strategies | Secondary Teaching speaking and listening: Example lesson plan Year 9: Interviewing a visiting writer
Suggested learning objectives from the 2008 Framework Group discussion and interaction 3.1 Year 9 recognise strengths and identify areas for development in their own and others’ contributions. Listening and responding 1.1 Year 9 respond to speakers and give constructive feedback, analysing skills, subject matter, intended listeners and the purpose of talk. Speaking and presenting 2.2 Year 9 use and adapt a range of conventions and forms of spoken texts in different contexts for different purposes. Use sustained standard English with the degree of formality suited to listeners and purpose.
Lesson sequence Starter •
•
Recap the questioning/hypothesising/evaluating vocabulary from the previous lesson via identification of an image on the board. Vocabulary to be displayed on sugar paper around the room as prompts. Pupils to consider and jot down more general questions about Rachel Broady’s work as a journalist.
Introduction •
Introduction of Rachel Broady and explanation of the task.
•
Pupils to be given a couple of minutes to read through the comments, opinions, questions and followups compiled last lesson and the more general ones in this lesson. In pairs, pupils decide on a question or two they would like to ask Rachel Broady. Can use whiteboards to record ideas.
Development
•
Using appropriate vocabulary, pupils to question/discuss the text with Rachel Broady.
Plenary •
Referring back to the first objective of the lesson, ask pupils what effect they felt using the specific vocabulary had on:
a. their speaking; b. their ideas. Ask Rachel Broady how effective she felt the language the pupils used was in questioning/evaluating/ hypothesising about her work/life.
00008-2010PDF-EN-18
© Crown copyright 2010
The National Strategies | Secondary Teaching speaking and listening: Example lesson plan Year 9: Interviewing a visiting writer
Example lesson plan Year 9: Interviewing a visiting writer Year: 9 Term: 3 SOW: Speaking and listening skills Lesson number(s): 2 Title: Interviewing visiting writer
Objectives Speaking and listening S&L 1 Reflect on the development of their abilities as speakers in a range of contexts. S&L 3 Develop interview techniques.
Assessment focus/objective AF Speaking and listening AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and content AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions Lesson outcome •
Have used appropriate vocabulary to question and comment on a writer’s work.
•
Have listened sensitively to responses and to other questions/comments.
•
Have reflected upon your own speaking and listening skills.
Resources •
Card sort
•
Rachel Broady articles
•
Mini-whiteboards
00008-2010PDF-EN-18
© Crown copyright 2010
2 of 2
The National Strategies | Secondary Teaching speaking and listening: Example lesson plan Year 9: Interviewing a visiting writer
Suggested learning objectives from the 2008 Framework Group discussion and interaction 3.1 Year 9 recognise strengths and identify areas for development in their own and others’ contributions. Listening and responding 1.1 Year 9 respond to speakers and give constructive feedback, analysing skills, subject matter, intended listeners and the purpose of talk. Speaking and presenting 2.2 Year 9 use and adapt a range of conventions and forms of spoken texts in different contexts for different purposes. Use sustained standard English with the degree of formality suited to listeners and purpose.
Lesson sequence Starter •
•
Recap the questioning/hypothesising/evaluating vocabulary from the previous lesson via identification of an image on the board. Vocabulary to be displayed on sugar paper around the room as prompts. Pupils to consider and jot down more general questions about Rachel Broady’s work as a journalist.
Introduction •
Introduction of Rachel Broady and explanation of the task.
•
Pupils to be given a couple of minutes to read through the comments, opinions, questions and followups compiled last lesson and the more general ones in this lesson. In pairs, pupils decide on a question or two they would like to ask Rachel Broady. Can use whiteboards to record ideas.
Development
•
Using appropriate vocabulary, pupils to question/discuss the text with Rachel Broady.
Plenary •
Referring back to the first objective of the lesson, ask pupils what effect they felt using the specific vocabulary had on:
a. their speaking; b. their ideas. Ask Rachel Broady how effective she felt the language the pupils used was in questioning/evaluating/ hypothesising about her work/life.
00008-2010PDF-EN-18
© Crown copyright 2010
