to independently analyse the Play the song 1)Introduce task and talk through level descriptors. ‘Quiet’ effectiveness of a How can we from the Matilda Peer assess according story create tension? musical. (R1) 2) Hand out and read through the extract from The Knife that Killed to level descriptors Me. (R2. Teacher can supply general information at his point, that and give feedback. What do we Assign groups to the main character is a schoolboy who gets caught up in a dangerous need to do in think specifically about: gang. This is a fight scene told from his point of view) Re- draft if needed/ order to attain a pace, rhythm, topic of time allows. level….? the lines, volume etc and 3) Introduce the question: does the author create tension in ‘How chart what happens as this extract?’ How is the the tension increases. reader affected? Differentiation: assign 4) Students to re- read the stories independently, highlighting Resources: harder foci to more relevant passages/ quotes and annotating, then fill in a ‘point, confident students. quote, explain’ (R3) table to help them plan out their answer. Responses can be R1: Audio file Differentiation: Hand out question cards (R4) with pointers for used for Mid Point R2: Story extract Get the groups to feed particular things to look for. Reading Assessment. R3: Table template back- teacher can collate with example. on information on the Stretch and challenge: students can work with extended PEEs from R4: Question cards board. previous lesson. How can a writer achieve 5) Craft an opening sentence as a class (optional), and then give time the same effect? for students to write up their answers. Students can look back at Teacher can also show a model paragraph if this is needed. their notes from previous lesson and come up with Mini- plenary: SPOTLIGHT: stop the class mid- way through and ideas to add to the either ask for a volunteer or pick a student and ask them to read a board. (eg. Using active paragraph to the class. Highlight the things that they have done well, verbs/ long, complex if appropriate, ask for suggestions from the class as to how the sentences etc) explanation could be developed even further. Continue to Lesson 9 Key Questions Starter (20 mins) Suggested Learning Activities (60 mins) Final Plenary (20 Home Learning Objective mins)
to independently analyse the effectiveness of a story Resources: R1: Audio file R2: Story extract R3: Table template with example. R4: Question cards How can we create tension? What do we need to do in order to attain a level….? How is the reader affected? Play the song ‘Quiet’ from the Matilda musical. (R1) Assign groups to think specifically about: pace, rhythm, topic of the lines, volume etc and chart what happens as the tension increases. Differentiation: assign harder foci to more confident students. Get the groups to feed back- teacher can collate on information on the board. How can a writer achieve the same effect? Students can look back at their notes from previous lesson and come up with ideas to add to the board. (eg. Using active verbs/ long, complex sentences etc) 1)Introduce task and talk through level descriptors. 2) Hand out and read through the extract from The Knife that Killed Me. (R2. Teacher can supply general information at his point, that the main character is a schoolboy who gets caught up in a dangerous gang. This is a fight scene told from his point of view) 3) Introduce the question: ‘How does the author create tension in this extract?’ 4) Students to re- read the stories independently, highlighting relevant passages/ quotes and annotating, then fill in a ‘point, quote, explain’ (R3) table to help them plan out their answer. Differentiation: Hand out question cards (R4) with pointers for particular things to look for. Stretch and challenge: students can work with extended PEEs from previous lesson. 5) Craft an opening sentence as a class (optional), and then give time for students to write up their answers. Teacher can also show a model paragraph if this is needed. Mini- plenary: SPOTLIGHT: stop the class mid- way through and either ask for a volunteer or pick a student and ask them to read a paragraph to the class. Highlight the things that they have done well, if appropriate, ask for suggestions from the class as to how the explanation could be developed even further. Continue to Peer assess according to level descriptors and give feedback. Re- draft if needed/ time allows. Responses can be used for Mid Point Reading Assessment. Lesson 9 Objective Key Questions Starter (20 mins) Suggested Learning Activities (60 mins) Final Plenary (20 mins) Home Learning
Authorial%20Craft%20Short%20Term%20SOL.docx