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Lesson 1Scheme Introduction Standard English: verbs (to be)

Key lesson question:What is Standard English and when should we use it?

Scheme Introduction:Introduce idea of quest and the skills they will be focusing upon by showing them the quest trail.

In this scheme you will follow the adventures of Kenton Clarkson, a young man who is abducted by aliens one night on his way home.

At times you will write as if you are Kenton, or his friend and at other times as if you are an alien.

You will record your work in your Questors’ Handbook showing that you are able to adapt your writing to suit the audience and the purpose.

Starter: One person imagines an alien e.g. ET, Skellig, etc. Describe the appearance of the alien using powerful adjectives.

(shape, size, colour, etc.) The rest of the group, or your partner, draws the alien on mini

whiteboards. Compare the drawings. Which is the best match? How could you have improved the description?

Explain:

When we write we almost always need to write in Standard English. There are some differences between Standard English and the way we speak with our family and friends. These differences can cause mistakes in writing. These mistakes are often in verbs and very often in the verb we use the most, which is the verb to be.

Demonstrate and Class Discussion:

I’m going to show you the Standard English forms of the verb to be.

Present tenseI am we areHe/she/it is you are they are

Do people you know sometimes say something different to this? What is different?

Past tenseI was we wereHe/she/it is you were they were

Do people you know sometimes say something different to this? What is different?

Student Work:

Recently there have a number of sightings of UFOs in your local community. A recent eye witness account has been released to the public but the verb ‘to be’ has been missed out. Complete the sentences using the Standard English form.

I ___ the owner of the local pub ‘The Crossed Eyes.’ (am/is/are)It happened last Thursday night, when ___ outside the pub sorting out the empty bottles. (was/were)I ___ minding my own business when there was a sudden bright light directly over my head. (was/were)I realised it ___ a spacecraft. (was/were)I heard a strange voice say, “You ___ coming with us.” (am/is/are)Before I knew what was happening a door opened in the side of the spacecraft and I ___ being sucked inside. (was/were)Terrified, I asked them where they ___ taking me. (was/were)The alien replied, “We ___ taking you to our leader.” (am/is/are)“Oh no,” I thought, “I ___ in serious trouble.” (am/is/are)

Try:

Now it is your turn. Continue this eye witness account and underline every time you use the verb ‘to be.’ Make sure you are using the correct Standard English form.

Plenary:

Explain to the rest of the class, or to your partner, how the Standard English form of the verb to be is different from what people sometimes say.

Standard English: Verb ‘to be’

Recently there have a number of sightings of UFOs in your local community. A recent eye witness account has been released to the public but the verb ‘to be’ has been missed out. Complete the sentences using the Standard English form.

I ___ the owner of the local pub ‘The Crossed Eyes.’ (am/is/are)It happened last Thursday night, when ___ outside the pub sorting out the empty bottles. (was/were)I ___ minding my own business when there was a sudden bright light directly over my head. (was/were)I realised it ___ a spacecraft. (was/were)I heard a strange voice say, “You ___ coming with us.” (am/is/are)Before I knew what was happening a door opened in the side of the spacecraft and I ___ being sucked inside. (was/were)Terrified, I asked them where they ___ taking me. (was/were)The alien replied, “We ___ taking you to our leader.” (am/is/are)“Oh no,” I thought, “I ___ in serious trouble.” (am/is/are)

Lesson 2Standard English: verbs in the past Key lesson question:How do we change irregular verbs into the past tense?

Starter:

Alien Hangman 1 The aim of this game is to get the students to guess the word and spell it

correctly through a combination of blanks, and word and meaning clues.

Put up the following blanks on the board:_ _ _ _ _ / _ _ _ _ _ (outer space)

Clues:1. The last letter of the first word is r for red.2. This phrase concerns the universe outside the earth’s atmosphere.3. The first letter of the second word is s for sandwiches. 4. It is where astronauts go in their space shuttles and rockets.5. The first letter of the first word is o for orange.6. It contains planets, stars, meteors and black holes.7. The fourth letter of second word is c for crisps.

Students may record their ideas on mini whiteboards.

Teacher Introduction:

What did we learn about the verb ‘to be’ in the last lesson?

When we write we almost always need to write in Standard English. Sometimes there are differences between Standard English and the way we speak with our family and friends. These differences can cause mistakes in writing. These mistakes are often in verbs.

Most verbs in English are regular and change to show the past tense like this:

Present: I talk Past: I talked or I have talked

But there are some irregular verbs and these cause problems because people sometimes don’t use the Standard English form when they speak. We are going to look at a group of these.

Demonstrate and try: Now we are going to see if you have a problem with some of these verbs.

Task 1: Use a sheet of paper as a mask to cover all but the top two rows and take the

pupil through the example verb to write. Then, shift the paper to the right to reveal the left-hand column and ask the

pupil to say what will be the past tense forms of the other verbs one by one. Note the ones that cause a problem.

Present PastI write it. I wrote it. I have written it.I break it I broke it. I have broken it.I bite it. I bit it. I have bitten it.I choose it. I chose it. I have chosen it.I drive it. I drove it. I have driven it.I eat it. I ate it. I have eaten it.

I fall. I fell. I have fallen.I forget it. I forgot it. I have forgotten it.I give it. I gave it. I have given it.I hide it. I hid it. I have hidden it.I shake it. I shook it. I have shaken it.I speak it. I spoke it. I have spoken it.I take it. I took it. I have taken it.I wake up. I woke up. I have woken up.

What do you notice about how all these verbs end?Task 2:

Look at another set of irregular verbs in the past tense. Show them the first example, I write it, in the table below, stage by stage.

Ask them to work out the past tense forms of the second one, I drink it. Notice how all these verbs have the same pattern. The vowel changes from i

in the present through a and finally to u in the past. Either individually or in pairs, give students a table with the present tense

example and they must complete the other columns.Present PastI begin it. I began it. I have begun it.I drink it. I drank it. I have drunk it.I ring it. I rang it. I have rung it.I sing it. I sang it. I have sung it.I sink. I sank. I have sunk.I spin it. I span it. (spun is

possible)I have spun it.

I spring. I sprang. I have sprung.I stink. I stank. I have stunk.I swim. I swam. I have swum.

Go through the answers as a class. Note the ones that cause a problem.

Extension Task:Describe what another eye witness did when he/she was abducted using at least five of the irregular verbs in the past tense that we have looked at in the lesson.Plenary:Share examples of their eye witness accounts. Get students to hold up their whiteboards or exercise book when they hear an example of an irregular verb in the past tense.

Standard English: verbs in the past 1

Present PastI write it. I wrote it. I have written it.

I break it I broke it. I have broken it.

I bite it. I bit it. I have bitten it.

I choose it. I chose it. I have chosen it.

I drive it. I drove it. I have driven it.

I eat it. I ate it. I have eaten it.

I fall. I fell. I have fallen.

I forget it. I forgot it. I have forgotten it.

I give it. I gave it. I have given it.

I hide it. I hid it. I have hidden it.

I shake it. I shook it. I have shaken it.

I speak it. I spoke it. I have spoken it.

I take it. I took it. I have taken it.

I wake up. I woke up. I have woken up.

Standard English: verbs in the past 2Present PastI begin it. I began it. I have begun it.

I drink it.

I ring it.

I sing it.

I sink.

I spin it.

I spring.

I stink.

I swim.

Standard English: verbs in the pastPresent PastI begin it. I began it. I have begun it.

I drink it.

I ring it.

I sing it.

I sink.

I spin it.

I spring.

I stink.

I swim.

Lesson 3Style Challenge 1 – Alien Abduction!

(Standard English: verb ‘to be’ and verbs in the past)

Key lesson question:What do we need to remember about how Standard English is sometimes different to the way we speak to family and friends?

Starter:Alien Hangman 2

_ _ _ _ _ _ _ _ (Martians)

Clues:1. The fourth letter is t for Thomas.2. They come from a planet in the solar system.3. The seventh letter is n for necklace.4. They are alien life forms.5. The first letter is m for mankind.6. They come from the red planet.7. The second letter is a for apple.8. The name of the planet they come from is also the name of a famous chocolate bar.


Hand out the Quest Trail board, Style Challenge 1 Task Card and the Questors’ Handbooks.

Remind students of the Quest Trail they are on by using the board and highlighting the skills foci for Challenge 1.

Read the introduction of the story about Kenton Clarkson on the task card. Look at the task and example:

Task:

Recount the strange events that you have just experienced with Kenton to a member of your household.

You must: Use the verb ‘to be’ Use verbs in the past

Demonstrate:

Show them the format of the Questor’s Handbook highlighting the space for planning and evaluation as well as their writing.

Model for students how to gather their ideas before they write up their entry e.g. brainstorm words and phrases to describe what happened and how they felt before, during and after the abduction.

dark

Model how to begin by using the example on the task card and extending. Highlight the fact they must write in the first person and in the past tense.

Student Work:

Students plan their own writing and, if necessary, draft it on a mini whiteboard.

Have you used the correct forms of the verbs? How could it be improved? Write up in their Handbook, making any necessary corrections.

Plenary:Share examples and comment on the effectiveness.

Beforerelaxed

peaceful cool breeze

Lesson 4Standard English: negativesKey lesson question:How do we form negative statements?


_ _ _ _ _ _ _ (meteors)Clues1. The fifth letter is o for otter.2. It is a small body of matter from outer space.3. The third letter is t for temperature.4. It enters the earth’s atmosphere at great speed. 5. The last letter is s for spaghetti.6. When it enters the earth’s atmosphere it appears as a streak of light.7. The first letter is m for magnet.

Teacher Introduction and Demonstrate:

Give the students some examples of negatives e.g. not, never, nobody, nothing.

What do you think links these words? Can you guess what they are called? In Standard English, we use words like not, never, nobody, nothing to make

negative statements. What’s the opposite of a negative statement? Here’s an example of how to make a positive statement negative:

I want some warp speed. I don’t (do not) want some warp speed. In Standard English, it’s not right to use two of these negative words together

in the same statement. Although some people say:I don’t want no warp speed.

It’s not correct to write this (unless it’s something one of the characters says in a story).

Here’s another example:Anybody can do it. Nobody can do it.Not: Nobody can’t do it.

Short Student Activity:

Say which of these sentences need correcting because of the use of the negative. On a mini whiteboard, write them in Standard English.

1. I haven’t seen no one.2. I didn’t do nothing.3. I never knew nothing about it.

4. I never saw him looking human.5. I don’t want no trouble.6. I didn’t hardly survive.

Look at their answers and explain any mistakes that have been made.

Extension:

Another problem in some parts of England is the word ain’t which is used to make negatives in speech. It shouldn’t usually be used in writing.

Give them the following examples of informal speech using ain’t. On whiteboards, get students to translate what they should be in Standard English.

Informal speech: 1. I ain’t going. (I’m not going.)2. We ain’t going. (We’re not going.)3. He ain’t going. (He isn’t going.)4. You/they ain’t going. (You/they aren’t going.)5. I ain’t got any. (I haven’t got any.)6. He ain’t been there. (He hasn’t been there.)

How many different Standard English forms can be replaced by ain’t.

Student Activity:

Someone overheard that you witnessed an alien abduction. However, when they retold the story they incorrectly used negative statements. Make the corrections to their explanation.

Plenary:

Tell me when you need to avoid using two negatives together.

Standard English: negatives

Task:

Someone overheard that you witnessed an alien abduction. However, when they retold the story they incorrectly used negative statements. Make the corrections to their explanation.

Ain’t you heard about the alien abduction?

I was in the pub earlier and I overheard this person talking about an alien abduction. He and his friend were walking home when they didn’t hardly know what was happening to them.

Apparently there was never no warning and suddenly there was a bright, flashing light and a UFO appeared overhead. He said that his mate never knew nothing about it. He was sucked into the UFO and disappeared.

The bloke said he wasn’t sure whether to tell no-one because they might think he’s mad or drunk. Nobody can’t believe it!

I’m not never going that way home again, I can tell you.

Lesson 5Standard English: pronouns Style Challenge 2: We Come in Peace (pronouns and negatives)Key lesson question:What is a pronoun and when do we use them?Starter:Alien Hangman 4

_ _ _ _ _ /_ _ _ _ (black hole)Clues1. The third letter of the first word is a for Adam.2. It exists in outer space.3. The last letter of the second word is e for egg.4. It is a gravitational field.5. The fourth letter of the first word is c for cabbage.6. Nothing can escape from it.7. The first letter of the second word is h for honey.8. In films space ships often run the risk of being sucked into one of these.9. The first letter of the first word is b for blackberry.

Teacher Introduction and Demonstration: Introduce the words I, me, we, us, he, him, they, them, who and explain they

are called pronouns. Pronouns can cause some problems when writing Standard English. Let me show you some examples:

Informal speech Standard EnglishPass me them spacesuits. Pass me those spacesuits.He was the one what said it. He was the one who said it.He did it hisself. He did it himself.Give us it back. Give me it back.They stole me stun gun. They stole my stun gun.Me and my friend went into outer space.

My friend and I went into outer space.

They wanted it for theirselves. They wanted it for themselves.

Short Student Activity: On mini whiteboards, write these sentences in Standard English:1. Me and Kenton ran away from the aliens.2. I have lost me friend Kenton.3. It was the aliens what abducted him.4. The alien said it hisself.5. He wanted to see them pictures from Mars.

Mini Plenary:

Tell me two common mistakes people make with pronouns.

Student Activity:

Style Challenge 2 – We Come in Peace


Highlight the skills being assessed in Challenge 2. Read the next stage of the story about Kenton Clarkson on the task card.

Task:

Imagine you are one of the aliens. Explain to Kenton why they desperately need his help to save their planet.

In your writing remember to: Use negative forms of verbs (not, never, nobody) Use pronouns (I, me, we , us, he, him, they , them, who)

Plenary:

In role as Kenton give your reaction to the aliens’ story.

Lesson 6Standard English: AdverbsKey lesson question:How can using adverbs improve your writing and what are the exceptions to the rule?


_ _ _ _ _ _ (galaxy)Clues1. The third letter is l for lemons.2. It is part of outer space.3. The last letter is y for yellow.4. It is an independent system of stars.5. The fourth letter is a for apple.


Put example on the board:

The space craft zoomed quickly through space.

Underline quickly and ask students how this word improves the sentence (i.e. adds detail, gives a clearer picture of what is happening, etc.)

Introduce the term adverb if they are not already familiar with it. Explain it adds something more about the verb in terms of how, when or where the action takes place.

Short Student Activity:

Each students picks an adverb from a bag/box but is asked to keep their choice secret.

Ask a volunteer to come to the front of the class.

The rest of the class must think of things that the volunteer can be asked to perform. The tasks must be performed in the manner of the adverb they have chosen e.g:

The pupil might have chosen ‘clumsily’ and he or she might be asked to open a window or put a book on the desk in the manner of this word.

When the adverb is correctly guessed, another pupil may have a turn at acting their adverb

Teacher Explanation and Demonstration:

However, sometimes adverbs can cause some problems in our writing. Let me show you some examples.

Most adverbs end in –ly,for instance: Kenton saw that the alien children played nicely.

But in some parts of the country people often leave off the –ly when they are speaking: Kenton saw that the alien children played nice.

People may say: The aliens sang bad. But we need to write: The aliens sang badly.

People may say: The space craft went quick. But we need to write: The space craft

went quickly

Also, not all adverbs end in –ly. One troublesome adverb is well.

People may say: The aliens’ inter-galactic football team played good.

But we need to write: The aliens’ inter-galactic football team played well.

Student Task:

The aliens have a quick conversation with Kenton about what to expect on the voyage. Although they are incredibly clever and have learned how to communicate with Kenton in a matter of minutes, they have not fully grasped the rules about using adverbs.

Rewrite their advice in Standard English:

We will have to be quick earthling. Our spaceship is now travelling speedy through hyper-space on our way to our planet Klimpton. Our spaceship moves good when it is important.

During our journey you may hear the sound of our Zarg guards shouting loud as they patrol the ship. Do not be afraid. They work good at their job, even if they are noisy.

Walk slow around the spaceship because we are going so quick. Also sit down quiet when you hear the alarm ring. This means we have arrived at Klimpton.

Plenary:

Why is it a good idea to use adverbs?Students come up with two common mistakes people make with adjectives e.g. don’t add ly in speech.

Adverbs

quickly slowlyclumsily noisilytiredly carefullyhappily lazilyangrily hurriedlyeasily sleepily

unhappily unsteadilybravely tearfullyangrily hungrily

Adverbs

Student Task:

The aliens have a quick conversation with Kenton about what to expect on the voyage. Although they are incredibly clever and have learned how to communicate with Kenton in a matter of minutes, they have not fully grasped the rules about using adverbs.

Rewrite their advice in Standard English:

We will have to be quick earthling. Our spaceship is now travelling speedy through hyper-space on our way to our planet Klimpton. Our spaceship moves good when it is important.

During our journey you may hear the sound of our Zarg guards shouting loud as they patrol the ship. Do not be afraid. They work good at their job, even if they are noisy.

Walk slow around the spaceship because we are going so quick. Also sit down quiet when you hear the alarm ring. This means we have arrived at Klimpton.

Lesson 7Style Challenge 3: The Voyage (Adverbs and adjectives)

Key lesson question:How can using adjectives and adverbs improve your writing?


_ _ _ _ _ _ _ _ _ _ (Kryptonite)Clues1. The third letter is y as in yellow.2. This has something to do with Superman.3. The first letter is k as in kite.4. This word is coloured green.5. The fifth letter is t as in Thomas.6. This object is linked to Superman’s powers.7. The seventh letter is n as in naughty.8. It comes from the planet where Superman was born.


It is always important to describe the things around you vividly whether this is in speech or in writing. It helps other people to understand or imagine what it is you are describing and adds interest to your work.

Student Task:

Imagine you are one of the aliens on the spaceship that abducted Kenton. While the other aliens were busy you took the opportunity to take something from Earth. However you have no idea what it is.

Describe the object it front of you in as much detail as possible. Concentrate on its appearance and try to work out its function.

You will use this description to ask the on-board computer what it is so your description must be as clear as possible.

Students write their descriptions on mini whiteboards, individually or in pairs. Give them a 3-5 minute time limit.

Get volunteers to read their descriptions aloud and the rest of the class has to guess what object it is.

N.B. The teacher may want to prepare a list of suggested objects for any student who is stuck e.g. a ball, a pen, a flower, a coin, a shoe, etc.



Highlighting the skills foci for Challenge 3.

Task:

Kenton decides to write down the details of his journey into space in case he forgets the details. Write his description of the journey and the planet.

Include: Adjectives Adverbs including good, well, quick

Plenary:

Look at your partner’s work and as one of the ‘aliens’ advise them on how to make the description more effective.

Lesson 8Formal and informal words and languageKey lesson question:What are the differences between formal and informal writing and when is it all right to use informal language in writing?


_ _ _ _ _ _ / _ _ _ _ _ / _ _ _ (little green men)Clues1. The second letter of the second word is r for red.2. This phrase concerns inhabitants from outer space.3. The first letter of the first word is l for large.4. Some people are scared of them.5. The second letter of the third word is e for end.6. Sometimes in films they carry laser guns.7. The first letter of the second word is g for great.8. This phrase is another way to say aliens.

Teacher Explanation 1: We need to change the way we speak and write depending on the message

we want to communicate and the person or people we want to receive it. We can communicate informal or informal language.

Some individual words belong in informal speech and writing and you should avoid using them in formal writing.

Demonstrate and try: Let me show you some informal words. The idea is for us to think of another

word that means the same that we could use instead when we are writing formally.

Complete the table as a class coming up with another word(s) that means the same that we could use instead when we are writing formally. Model the first one.

Informal Formal I saw the blue sky with a strange thingy in the middle.

object

All alien kids like sweets. childrenIt was a mega event. hugeI couldn’t answer so I felt dim. stupidRockets cost a bomb now. huge amountI bashed it to make it work. knocked He had a flash laser gun. expensiveAn old bloke was standing by the launch pad. man

Make a list of some words that you use in informal speech but you need to remember not to use in your writing.

Teacher Explanation 2: Writing is usually more formal than speech, but informal language in writing

could be used in: a personal letter or message to a friend or family member;

the words spoken by characters in a story; some types of advertisements, newspapers and magazines.

If you write as you usually speak, your writing is likely to be too informal for most of the writing you do in school.

Demonstrate: Let me show you the difference between formal and informal writing. If I want

to complain about something I have bought, I could write:This moon juice stuff you sell is rubbish. That’s informal.

ORI am not satisfied with the quality of your product. That’s formal.

Here’s another example, this time of two invitations:It’s a party. Get yourself round to my space station on Saturday.

ORYou are invited to a party at my space station on Saturday.

Which do you think is more formal? Formal writing is likely to use words more precisely and will avoid slang and

the use of contractions (e.g. will not instead of won’t).Try:

Rewrite Kenton’s postcard home to his friend describing the voyage making it more formal:

Postcard from Outer Space

Hi mate!

Wow, you are not going to believe what I have seen and done since I was grabbed the other night. The alien geezers are cool and the spacecraft is top. It’s got loads of wicked gadgets and goes well fast. The only thing that sucks is the food, it’s minging. I don’t know how they can shove green muck down their throats! After an amazing journey we arrived at their planet and that’s when everything went pear-shaped.

Anyway got to go. See you later.

Kenton

Plenary:What are the differences between formal and informal writing? When is it all right to use informal language in writing?

Formal and Informal Words

Informal FormalI saw the blue sky with a strange thingy in the middle.

All alien kids like sweets.

It was a mega event.

I couldn’t answer so I felt dim.

Rockets cost a bomb now.

I bashed it to make it work.

He had a flash laser gun.

An old bloke was standing there.

Informal and Informal Language

Task:

Rewrite Kenton’s postcard home to his friend describing the voyage making it more formal:

Postcard from Outer Space

Hi mate!

Wow, you are not going to believe what I have seen and done since I was grabbed the other night. The alien geezers are cool and the spacecraft is top. It’s got loads of wicked gadgets and goes well fast. The only thing that sucks is the food, it’s minging. I don’t know how they can shove green muck down their throats! After an amazing journey we arrived at their planet and that’s when everything went pear-shaped.

Anyway got to go. See you later.

Kenton

Lesson 9Differences between speech and writingChallenge 4 – Kenton Clarkson to the RescueKey lesson question:What is the difference between speech and writing?Starter:Alien Hangman 8

_ _ _ _ _ - _ _ _ _ _ _ _ _ _ _ _ (extra-terrestrial)Clues1. The second letter of the first part is x as in xylophone.2. The come from outer space.3. The second letter of the second part is e as in egg.4. Some people do not believe they exist.5. The last letter of the second part is l as in large.6. This is another name for an alien. 7. The third letter of the first part is t as in tiny.8. The shortened version of this word is the name of a very famous film.9. The fourth and fifth letters of the second part is r as in red.Teacher Explanation:

Spoken and written forms of language are very different. If you write things down just as you would say them, the result is often poor writing.

The main differences between speech and writing are: We need to be more precise when we write because we can’t use gestures, tone

of voice or pointing, for example to objects in the room, to help us communicate. We often don’t speak in proper sentences, but we need to write in sentences so

our meaning is clear. We have to take great care to make our meaning clear when we write because we

can’t see our readers to check whether they understand. We can use special features of writing – headings, bullet points, punctuation – to help.

Writing is usually more formal than speech.Demonstrate:

Let me show you the difference between speech and writing. Here is Captain Yarb, from alien spaceship, talking to the crew:

Right, OK, this morning –Speck are you listening? – we’re going to finish off, you know, that piece of research we – well some of us, Krik – started last time.

If the Captain left written instructions for the crew, he might write:

The crew of the Starship should complete the research they started last week.Try:

It is not just school students who are told off about chewing gum. This alien crew member has written her opinion about inter-galactic chewing gum on board the spaceship more or less as she would say it. Can you improve on it? You need to think about sentences, punctuation and about making the writing clearer and more formal.

Well I think you should be able to chew it what’s wrong with that. It’s just Captain Yarb they don’t like it do they so they say take it out get rid of it. Well you’ve paid for it haven’t you so why should you? A bit of chewey helps me to relax anyway if you know what I mean and you need that when outer space’s doing your head in.




Task 1:

First write Kenton’s informal explanation to the aliens about what they need to do to save their planet.

Think very carefully about the words and phrases that are appropriate.

Task 2:

Now rewrite a more formal version of this explanation that can be issued to all the inhabitants of Klimpton.

Think very carefully about the words and phrases that are appropriate.

Plenary:Tell me some differences between speech and writing.

Chewing Gum Ban on Spaceship!


Chewing Gum Ban on Spaceship!


Lesson 10Matching style to your readerChallenge 5 – Success!Key lesson question:How do we decide about how formal we should be in our writing?


_ _ _ _ _ / _ _ _ _ _ _ (solar system)Clues1. The third letter of the first word is l for little.2. This is another word for outer space.3. The second letter of the second word is y for yes.4. It governs the movements of elements of space.5. The fifth letter of the second word is e for eagle.6. It contains suns and planets.7. The last letter of the first word is r for Robert.

Explain:

When you are thinking about how formal or informal you want to be, you need to think about who you are writing for. You need to think too about the purpose of your writing. The better you know your reader, the more likely it is that you can write informally. We tend to be more formal when:

we are not sure who will read the piece or we don’t know the person; we are writing for someone important or in authority; we are writing about a serious topic; we are writing for an older audience (young people prefer a more informal style).

Demonstrate and try:

We are going to think about some pieces of writing and decide how formal or informal they might be by deciding where they would fit on a five-point scale like this:

Informal Formal

1 2 3 4 5

I’ll show you first. I’ll take the first one on the list below: Writing a letter to the local council. Well, it’s a serious letter and I don’t know the councillor so that will score 5 very formal. Place the example in the appropriate box.

Now you try to decide where number 2 (below) would go on the scale.

Examples:1. Writing a letter to the local council.2. Writing a mobile phone text message to your best friend.3. Writing your first letter to a French penfriend.4. Writing about the Norman invasion in History.5. Writing a letter of apology to a teacher.6. Writing a story for younger children.7. Writing a set of instructions for a game.8. Explaining for Science homework how water evaporates.9. Writing a humorous account of a school trip for English.10. Writing an advertisement aimed at teenagers.11. Writing your opinion about the death penalty.12. Writing an entry in your reading journal.

Don’t look for an exact right answer, but ask the pupil to justify the place they show on the scale and discuss it if it seems unlikely.




Task:

Write the formal report that is presented to the High Commander of Klimpton on completion of the mission.

Remember to use an appropriate style.

Plenary:

Share completed reports with partner or whole class. Others offer at least one good point and one target for improvement.

Informal – Formal

Scale ExamplesInformal

1

2

3

4

5

Formal

Informal – Formal Examples:

1. Writing a letter to the local council.

2. Writing a mobile phone text message to your best friend.

3. Writing your first letter to a French penfriend.

4. Writing about the Norman invasion in History.

5. Writing a letter of apology to a teacher.

6. Writing a story for younger children.

7. Writing a set of instructions for a game.

8. Explaining for Science homework how water evaporates.

9. Writing a humorous account of a school trip for English.

10. Writing an advertisement aimed at teenagers.

11. Writing your opinion about the death penalty.

12. Writing an entry in your reading journal.

Lesson 11Matching style to your audience and purposeKey lesson question:What style is appropriate to the audience and purpose?

Starter:At this point you could continue to provide the words and clues or hand it over to the students. They will need some time to prepare this so could be set as a brief homework task.Alien Hangman 10

_ _ _ _ _ / _ _ _ _ _ (Darth Vader)Clues1. The second letter of the second word is v for vegetables.2. This person is linked to the Death Star.3. The fourth letter of the first word is t for teddy bear.4. This person wears black.5. The last letter of the second word is r for red.6. This person is linked to the dark.7. The first letter of the first word is d for daddy.8. This person is the father of Luke Skywalker.


You are a paranormal investigator following up leads about strange sightings, UFOs and alien life forms.

You have recently heard about a number of strange sightings in your local area. In the course of your investigations you have had to interview a number of people. You have also had to gather a number of different sources of evidence.

Your task is to produce a portfolio of evidence from eye witnesses to be kept on file at your top secret headquarters. This evidence will take many forms, some of them formal and others more informal.

I will show you how to use the Alien Investigators Wheel to come up with the witness/writer, form and sighting for a piece of evidence.

First you throw the dice to come up with the witness/writer e.g. teenager on the outer ring of the wheel.

Then you throw again to come up with the form of the evidence in the next ring in of the wheel e.g. personal diary.

Next you throw the dice to come up with the location for the sighting e.g. dark field.

Finally you throw the dice to find out some detail about the sighting e.g. UFO. That means your writing will be a diary written by a teenager who saw a UFO

in a dark field. Would this be formal or informal?Student Task:

Individually, or in pairs, students use the Alien Investigators Wheel to produce their portfolio. Encourage them to plan their work and use the skills they have learned during the term.

They may produce the work by hand or on the computer and use pictures and illustrations to add authenticity.

Stipulate a number of pieces they must produce by the end of the two lessons e.g. at least two.

Plenary:Swap work with someone else in the class. Does the style match the audience and purpose?

Lesson 12Matching style to your audience and purposeKey lesson question:What style is appropriate to the audience and purpose?

Starter:

At this point you could continue to provide the words and clues or hand it over to the students. They will need some time to prepare this so could be set as a brief homework task.

Alien Hangman 11_ _ _ _ _ / _ _ _ _ (light year)

Clues1. The third letter of the first word is g for good.2. It is related to time.3. The second letter of the second word is e for eleven.4. It is related to distance.5. The last letter of the last word is r for radio.6. It travels through space.7. The first letter of the first word is l for lollipop.


Recap the task started last lesson. By the end of the lesson they must have completed their portfolio of evidence.

Remind them of the skills they have studied and how they should judge whether a piece of writing should be formal or informal.

Student Activity:

Students continue with their work either on their own or in pairs.

They must complete a minimum number (set by the teacher) of short pieces of writing.

Show and Tell. Ask for volunteers to share one of their pieces of writing.

Plenary:

What is the difference between written and spoken English?

lesson 1 - hertfordshire grid for learning · web viewkey lesson question: what is standard english...

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