Further Education lesson plans

IntroductionNo Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

Lesson plans The lesson plans provide an example for schools to adapt and build on, though they can be used as they are if this fits in with your planning.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with.

Lesson plans aim to follow good practice principles; e.g. they

Identify explicit learning objectives. Support use of questioning, using Blooms taxonomy, to support learning. Include plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, which is listed in the vocabulary section of the lesson plan. Vocabulary is key for all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all students in spoken language activities to support their learning. This includes students who require SEN support, many of whom will have speech, language and communication needs (SLCN).

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of

great ways to build in quality support for all student’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support students who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those students who are struggling with their speech, language and communication development. For those students who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting students with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Further Education lesson plans – English Literature

Class: Teacher: Date: Lesson: English Literature - Table Top TextsLesson Objectives:

- Consolidate understanding of the narrative plot in a set text (suitable for plays and novels).

- Use abstract thinking to explore key characters in a set text.

Speaking and Listening Objectives:• Communicate and perform abstract

interpretations in a clear and concise manner.• Make clear and relevant contributions to whole

class discussion.

Activity: Revising set texts using abstract thinking.(Particularly relevant for Shakespeare, but could be adapted for other plays and novels).

Differentiation: Resources

Vocabulary:Narrative PlotCharacterisationPraxis / Extended abstract thinking

-

- Collection of household objects – the more random the better! e.g. pegs, plastic cutlery, mugs, wooden spoon, cans, empty cartons/boxes, string, toilet roll, sponge, shuttlecock, tennis ball, marbles, paperclips, jelly baby sweets etc.

- Flat tables

Starter: Cast Your Characters - Divide the class into groups of 3-4 students. - Give each group the same selection of objects (you need enough objects for

all characters in the text). You can also encourage students to use any objects they might have with them or it could be a homework to bring in one household object.

- Direct students to use abstract thinking to cast the main characters using the objects in front of them. Encourage students to discuss their character-to-object choices and justify their decisions. (5-10 minutes)

- Students to share their final cast with the rest of the group and explain their rationale (you may want to limit this to a couple of characters time dependent). This should prompt some interesting discussion on characterisation and extended abstract connections.

- Extension: Depending on the size of your class, you could also run this as a carousel discussion, where one member of the group stays to present their casting and the rest of the group circulate the room to hear other people’s ideas, before feeding back to their group and making any final edits to their cast.

- Teachers can provide plot outlines and/or key quotations to support students, depending how familiar students are with the text.

- Circulate round groups and extend abstract thinking through questioning/further discussion.

- Provide 5 minute warning before final performances.

- Video cameras (optional) You can just film their hands moving the objects to limit safeguarding issues.

Main: - Now that students have their characters finalised, explain that they are going

to condense and perform the whole play using their table top cast. - Show the class a few clips/images from the Forced Entertainment “Tabletop

Shakespeare” website for inspiration and guidance: https://www.forcedentertainment.com/project/complete-works-table-top-shakespeare/

- Students should divide themselves into the following roles (or they can rotate roles):

o Directoro Camera Persono Performer/s

- Students should then plan and rehearse their table top performance. Groups could be assigned a key scene/chapter to explore if time is limited or they can perform the whole text. They will need to summarise and condense the key plot points in their own words. The more dramatic the better!

Plenary:Each group to perform their table top interpretation to the rest of the group. Encourage other groups to critically review and question each other’s performances verbally. Each group could be challenged to ask a question at the end of each performance or to give 1 positive & 1 suggestion. You could film the performances and put them on a VLE as a revision resource e.g. google classroom.

Assessment for learning:What did you contribute to your group?What did you learn from your group?How well did we explain and listen to each other’s contributions?Which character was hardest to cast? Why?Which scene was most exciting or hardest to perform? Why?What have you noticed about the narrative structure in this text from your performances today? What are the key themes that have arisen from your exploration of the text today?Would you change any of your character “objects” now?

Or – get students to write the questions at the end as a plenary!No Pens Homework: To watch the recorded performances on the homework VLE / Google Classroom and verbally review/peer assess other groups next lesson. This could lead to a vote for the best performance/production. Extend learning through justification of their choices and further questioning.

Further Education lesson plans – Creative Writing

Class: Teacher: Date: Lesson: Creative Writing - Characterisation & Oral StorytellingLesson Objectives:Students will discuss the process of characterisation, in other author’s writing and their own.Students will create their own character profile in response to a physical stimulus. Students will experiment with oral storytelling using their newly created characters.

Speaking and Listening Objectives:• To participate in group discussion• To make clear and relevant contributions to whole class

discussion• To work effectively as a group• To think creatively and imaginatively• To present ideas clearly to the class

Activity: Characterisation & Oral Storytelling Differentiation: Resources

Vocabulary:CharacterisationOral StorytellingProtagonistAntagonistMajor / Minor CharacterAnti-hero

Teacher to differentiate questioning as required.

Students could be split into smaller groups depending on size/composition of class.

There is an excellent reference for types of characters here: http://learn.lexiconic.net/characters.htm

Starter: Discussion on: What makes a fictional character believable?Encourage students to identify their favourite (or least!) fictional characters. Some possible prompts:

Do you have to like the character? Does the author / reader need to know everything about the

character? As an author, do you prefer to plan your characters before

starting writing or develop them as you write? What is more important - characters or plot?

Main: Display an array of miscellaneous objects on a table in the middle of the room. The more random the better, but items of clothing can work well for this. (E.g. wooden spoon, shovel, bicycle wheel, sailors hat,

ball gown, pair of men’s shoes, light bulb, car keys etc.)

In pairs students are to choose one object and take it back to their work space. They will then spend about 15 minutes verbally creating a character inspired by their chosen object. Encourage students to discuss their character in depth and to create a detailed history.

After 15 minutes, each pair will then have 2 minutes to present their character to the rest of the group. Encourage students to question each other about their characterisation choices.

OR

You can hot seat one person from each pair in role as their character. The rest of the class have to ask the character 10 questions (or more if time allows) in order to understand more about them. This mini-plenary could also work as a carousel, with students moving around the room speaking to each “character” for a few minutes. A bit like character speed dating!

Teacher can provide prompt questions if students are struggling to come up with ideas. See website >

https://www.freelancewriting.com/creative-writing/questions-for-creating-character-development/

Plenary: After the presentations, ask students to place their object (representing their character) into a hat/box in the middle of the room. Each pair will then randomly be matched up with another pair (or the teacher can organise groups if preferred). In the newly formed groups, students pick ouy two objects from the box/hat (representing two characters), they then have 5-10 minutes to verbally create a “mini-story” including their two characters. Each group should assign a “story teller” to present their story at the end of the lesson.

At the end of the lesson, ask students to self-evaluate the challenge of telling a story orally, rather than writing it down.Assessment for learning:Additional mini-plenary: Students to vote on the most “believable” character in the room. Encourage students to justify their vote.No Pens Homework: Students to research the tradition of oral storytelling and prepare 3 key findings to share next lesson. AND/ORStudents to further develop their character/s from this lesson into a short story of their own.AND/OR

Students to turn their “mini-story” into a play script to be performed next lesson.

Further Education lesson plans – Film Studies

Class: Teacher: Date: Lesson: Film Studies - Film Trailer AnalysisLesson Objectives:

- To review key film language.- To analyse the micro features in a range of film trailers.

Speaking and Listening Objectives:• Participating in group discussion• Summarising key findings• Make clear and relevant contributions to whole class

discussion

Activity: Film Trailer Analysis Differentiation: ResourcesVocabulary:Lighting & ColourSoundEditingCameraMise en Scene

Selection of film trailers – differentiate level of analysis by trailer complexity.

Whiteboard and marker

Projector/screen with sound

Laptops with sound

Key vocabulary worksheet (see Teachit 11218).

Possible trailers:http://www.wonderslist.com/10-

Starter: Students to get into groups of 5 and discuss the following prompt questions. Students should be prepared to share their ideas with the rest of the class.

1. How do you choose whether to watch a film (at home or at the cinema)?2. What is the purpose of a film trailer? 3. What makes an effective film trailer? (Teacher to record these ideas

on a whiteboard as a mind map or list for reference in plenary).4. What other methods do production companies use to promote films?5. What are your favourite film trailers? Why? (If appropriate and time

allows, play some of the trailer suggestions for the whole class. This can lead to further discussion on the above points).

Main: - Teacher to briefly recap the key film language needed for the analysis.

Start by asking students what the 5 key “Micro” features of film analysis are. (There is an excellent reference resource for this available free on Teachit No: 11218 - Looking at Film Language.)

- Assign each group a film trailer to analyse (or give them a choice if you prefer).

- Students should first watch each trailer 2-3 times as a group and discuss their initial reactions.

- Each person in the group should take responsibility for one of the following features and be prepared to lead the discussion on analysing this feature in their assigned trailer:

o Lighting & Colouro Sound & Scripto Editingo Use of Camera – Framing & Movemento Mise en Scene

- Extension: Encourage students to make links between these features and to explain why the director has made these choices. Consider: genre, mood, atmosphere, audience etc.

Teacher questioning.

best-movie-trailers-time/

Plenary: You could complete all/some of the following plenary activities:1. Each group to summarise their trailer analysis for the rest of the group. Encourage other groups to listen and ask questions after. 2. Following group analysis, class to vote on their favourite trailer and justify their choice verbally. 3. Refer back to the mind map / list of “Key features of an effective film trailer” from the starter activity. Ask the students if they would edit

this list now? Add or remove features? What is the most & least important feature?Assessment for learning:Through group discussion, teacher to assess whether students can:

- recall key vocabulary;- use vocabulary accurately in context;- made reasonable connections and explained reasoning clearly.

No Pens Homework: At home, discuss popular film trailers with friends and family. Consider how trailers have changed over time and why. Be prepared to feedback next lesson.

Further Education lesson plans – English Language

Class: Teacher: Date: Lesson: English Language - Points of ViewLesson Objectives:

- Show different points of view - learn how to manipulate point of view for effect

Speaking and Listening Objectives:- Leading a discussion- Preparing soliloquies - Group discussion - Developing questioning

ActivityPhoto / Character analysis

Differentiation: Resources

Starter:Whole class activity to think of as many headlines / book titles that could be used to accompany the photograph – Remember NO PENS ALLOWED. This activity could be done in a circle taking turns or as a ‘mallets mallet’ game in pairs.

From the titles that the class have thought of, discuss how these differ – how is one title different to another? Where is the greatest contrast? What part do front covers of books / photographs in articles play in ensuring that they’re appealing to their audience? REMEMBER – this can only be done verbally, no notes to be taken!

Activity choice

Groupings

Mallets mallet cliphttps://www.youtube.com/watch?v=EUfv-tAfXn4

‘Points of View - Scenarios’ PowerPoint

Character Board Game (slide 6 of ppt) – print off enough copies for groups, laminate if possible.

2 dice per group.

Support staff to aid discussions as required

Main:Use the ‘Points of View - Scenarios’ PowerPoint to introduce the main activityWorking in small groups of no more than 5 students.Each group is given the character board and 2 dice. They roll to choose a character, then create a scenario from that character’s point of view in relation to the picture up on the board (the stimulus).Class discussion on how a narrative is told either in the first person (homodiegetic) or the third person (heterodiegetic).Then relate this to how a narrative is presented in terms of space and time using deixis and time framesIt could relate to an ideological viewpoint or personal stance, such as an individual’s way of seeing the world due to their belief systems, age or relationship with another person. Change the image every 2-3 minutes. There are 4 images in total.

Each person in the group must take a turn. At the end students must nominate their favourite scenario and share with the whole group. Other groups may ask questions to gain a greater insight. This could be done by hot seating the student who came up with the scenario.

SoliloquyEach student chooses his / her favourite character and image and creates a 2-minute Soliloquy in character. These can be acted out to partners or to the class as a whole.

Plenary:Choose a soliloquy – change one element to change it completely. Speak it and let the class guess whose original soliloquy was chosen.

Assessment for learning: Ask pupils to hold up 1-5 fingers – 1= not confident, 5= very confident, in relation to the following statements:

I can manipulate a character in relation to a stimulus

I would be able to use this knowledge to develop my own characters for a specific audience No Pens Homework: Modality – Make sure that for next lesson you can mime / act out the meaning of this word.

Further Education lesson plans – History

Class: Teacher: Date: Lesson: History - Sacco and Vanzetti: Rough JusticeLesson Objectives:

- Analyse the actions of the US Government- Justify decisions

Speaking and Listening Objectives:- Interviewing characters- Empathising- Group discussion - Developing questioning

ActivityRole Play / Piecing together evidence

Differentiation: Resources

Starter:Use the ‘S and V’ PowerPoint to work through all activities.

What’s in the box?Volunteers come and have a feel – the answer isn’t revealed until the end of the lesson.

Whole class activity to think of as many headlines / book titles that could be used to accompany the photograph

From the titles that the class have thought of, discuss how these differ – how is one title different to another? Where is the greatest contrast? What part do front covers of books / photographs in articles play in ensuring that they’re appealing to their audience?

Groupings

Assistance as required – but try to let them figure things out.

‘S and V’ PowerPoint

Sacco and Vanzetti ‘what happened’ cards

Sacco and Vanzetti character cards

Covered cardboard box with a small slit to allow just a hand to fit through.

Items inside relating to lesson – I use sandpaper and an old-fashioned weigh scale = rough justice.

One hoola hoop or similar per group.Main:What has happened?Working as a class – stand in a circle.There are 10 cards, spread them around the circle after explaining the rules: only 1 person speaks at a time. Allow students to decide for themselves what they should be doing. If they ask any questions simply repeat: What has happened?

Split into groups – no more than 4 students per group.Groups are to discuss possible News Flash teasers to explain What has happened?

Verbal evidence / Interview witnesses / characters.

Each student is given a character card and 2 dice. They have 2 minutes to consider their character and to understand how they would feel about this case.Students verbally interview one another. No notes are allowed. They may return to characters that particularly interest themIf there are fewer students than cards either ask students to play more than one character or decide which ones could be removed / amalgamated.You now have 10 minutes to discuss whether this was a case of rough justice.Each person steps into the area of consensus and states what they think.Discuss in more detail which common ideas are shared. Feedback to the class as a whole and agree a class consensus.

Possible Corner images – students move to a corner, say what they think it is and how it relates to the outcome for S and V. Choose a person in each corner. Then make them rotate clockwise and repeat three times. All students to have a go at verbalising ideas.There are 4 corners / images in total – teacher to choose best images but

Using the same 4 corners - you must come up with a reasoned argument for the US Governments actions in this case.

When discussing weaker students can be assisted with the ABC strategy.

A – Agree with what has already been said and explain why.

B – Build on what’s been said already.

C – Challenge what has been said.

4 examples are provided in the ppt.(Russian Hammer and Sickle, Al Capone, Segregation, Example).

Plenary:

Return to …What’s in the box?Volunteers come and have a feel – Students guess what it meansRough Justice.Assessment for learning: Ask pupils to hold up 1-5 fingers – 1= not confident, 5= very confident, in relation to the following statements:

I can verbally justify my opinionI can relate what happened to S and V to the political climate of the 1920s

No Pens Homework: Verbally teach someone else the key parts of today’s lesson. This could be a friend / parent / carer.

Further Education lesson plans – Business Studies

Class: Teacher: Date: Lesson: Business Studies - What makes a good leader?Lesson Objectives:

- Analyse the actions traits of successful leadership- Identify own strengths / areas to improve

Speaking and Listening Objectives:- Sharing ideas- Remembering key facts- Analysing the impact of leadership- Group discussion

ActivitySharing experiences / Dissecting an article to remember key facts

Differentiation: Resources

Starter:Circle step in…What makes a good leader.Students form a circle, they take turns to step into the circle to share when they have witnessed good leadership.It could be an old teacher, NCS leader, Boss…Say who, the situation and why they were good.

MainArticle Analysis:Each student / pair is given part of Sir Simon Fraser’s advice on leadership2 minutes to read over and familiarise.Take turns to act your section out for your peers. They have to guess what leadership trait / advice is being conveyed.This could be done in the form of charades or 20 questions.(Students have 20 questions to guess but the ‘answerer’ can only answer 'Yes' or 'No.' )

There could be ideas on the screen as prompts if needed

Groupings – depends on class size.There are 11 extracts so students can take one each or for a large group they can work in pairs.

Complex issues – for weaker students highlight key words / traits on their extract to help them zone

A copy of Sir Simon Fraser’s article which can be found here:https://www.gov.uk/government/speeches/what-makes-a-good-leader Needs to be printed out and cut into the 11 sections on ‘what makes a good leader’.

Diamond 9 leadership resource - You can cut them up and get them ready in envelopes for each pair if pushed for time

Matrix of Staff Motivation PowerPoint

Recap and RevisionA way to remember the 11 key ideas from Sir Fraser’s article:When I went to the supermarket to purchase leadership traits I placed in my trolley…Students / Pairs choose one word that sums up their section and then in a circle this traditional game is played.

in.

Assistance as required – but try to let them figure things out.

Main:Diamond 9Working in pairs use the cards to create a diamond 9After discussion students create a pyramid out of the 9 cards.The most important trait is placed at the top.Upon completion students move around and discuss other groups diamond 9’s. They discuss similarities / differences.

The matrix of staff motivation is shared and students discuss what would make an employee fall into the different sections of the grid.

Plenary:Self-analysis.Each student needs to think about their own leadership styles.What’s your main strength? What’s your area for improvement?

Assessment for learning: Ask pupils to hold up 1-5 fingers – 1= not confident, 5= very confident, in relation to the following statements:

I know which aspects of my own leadership I want to develop.I can remember / recite Sir Fraser’s 11 points

No Pens Homework: Make sure you can remember / recite Sir Fraser’s 11 points next lesson – someone’s name will be randomly selected to come up to the front to go through the entire rhyme.

Further Education lesson plans – Drama

Class: Teacher: Date: Lesson: Drama - Don’t Judge a Book by Its Cover

Lesson Objectives:

Pick out themes and understand perspective.

Speaking and Listening Objectives:Group discussionClearly express views and justify evidenceDescribe visualisationMake clear and relevant contribution

ActivityDramaSpeaking and Listening

Differentiation:

Resources

Vocabulary:Hot seating – Remaining in role as a character from a picture, play or film and answer questions as them.

Mixed ability groups

Famous People Taboo cards

Photos from The Mysteries of Harris BurdickBy Chris Van Allsburg

Starter:Using the Taboo cards of famous people, students must provide clues/helpful key words to their peers to allow them to guess who the celebrities are. However, each Taboo card has a list of forbidden words which cannot be used, in order to make the game more challenging.

Once this is completed discuss as a group which of these famous people are dyslexic and which are not and separate them in to two piles.

Finally explain that all of these famous people are either confirmed as being dyslexic or suspected of being so.

Main: Students split into mixed ability groups of around 4.

Activity 1Each group is given a different black and white photo from The Mysteries of Harris Burdick by Chris Van Allsburg. They must not see each other’s.

Each small group must plan a freeze frame of their picture – working together.Collect each picture back in and display them around the room. Each small group is to perform their freeze frame and the other students must work out which picture they are performing and why.

Activity 2The small groups then must create a piece of drama which shows what happened next in the pictures and also justify their idea.Plenary:‘Hot seat’ characters from each picture or drama piece and ask questions about what they were feeling at the time and whether they agreed with what happened next.Assessment for learning:Can the students explain why this is what they thought happened next and justify their answers with evidence from the pictures?No Pens Homework: Choose a random photograph or picture and think about how a character in the picture might be thinking or feeling and justify their explanation.

Further Education lesson plans – PSHE

Class: Teacher: Date: Lesson: PSHE – Rules IslandLesson Objectives:

Why are rules and people’s rights important?

Speaking and Listening Objectives:Group discussionMake clear and relevant contribution and justify responsesConsider points of view

ActivityPSHE

Differentiation:

Resources

Vocabulary:Rules, Rights, Utilitarianism Small mixed

ability groups of around 6

Rules Island PowerPoint (adapted from Deciding right and wrong rules by stephana )

Starter:Show the group slide number one. What 5 items would you take with you to a desert island? Why? Justify your choices.Would you share the items with others? Or keep them to yourself? Why?Main: Introduce the new groups to slide 2. Ensure all understand and give them time to come up with their island community.Students are to create 3 sets of rules and codes of conduct. Each member of you island must devise a method to remember one of each and this will be their area of responsibility.

Once these rules and the codes have been agreed work through the PP and discuss each scenario and decide how to deal with it as a group.

You only have enough food to last you 6 weeks. Have you got rules in place to deal with food rations?One member of the group refuses to help out on the island. What are you going to do about it?Food thief trouble hits the islands.You have built a raft which allows one member of the group to visit another island. Do you:

a) Go at night and steal some of their foodb) Go to discuss the best ways to survive on an island.c) Go to have a party in the eveningd) Ruin the other islands’ shelter

Each Island will present a persuasive pitch to sell their island to encourage people to move to

your island.Students move to stand with the island they have chosen after the presentations – which island’s pitch was the most successful and why?How would your rules have helped you on the Island? Would it be necessary to have rules? Why? Plenary:Discuss as a whole group slides 9, 10, 11 and 12. Utilitarianism – what is this? What are your thoughts about the scenarios on the slides?Assessment for learning:Rules are important. Can you have rules without rights? Would the rules be fair? Do the rules ensure people’s rights? Why?No Pens Homework: Choose one rule that you feel would be the most important rule of all. Could a community live with just one rule? How?

Further Education lesson plans – RE

Class: Teacher: Date: Lesson: RE – Does God Exist?Lesson Objectives:

To consider arguments for and against God’s existence.

Speaking and Listening Objectives:Group discussionClearly express views and justify evidenceMake clear and relevant contributionVerbal reasoning and thinking skills

ActivityReligious Education

Differentiation:

Resources

Vocabulary:Agnostic, Atheist, Theist 3 mixed ability

groups Does God exist PowerPoint (adapted from Does God exist? by Taramary)

Coloured counters enough for each student to have one.

3 containers labelled; Agnostic, Atheist and Theist.

Starter:Discuss groups thoughts around the two pictures on pages 3 and 4 of the power point – asking them to make clear and relevant contribution. Remind the group that this is not designed to in anyway demean anyone’s beliefs.Main: Using page 5 of the PP students must decide where they think they are on the scale.

Then using the next few pages discuss the meaning of the words ‘Agnostic, Atheist and Theist. If they had to give their ‘beliefs’ a label which one would they choose? Students are to place their counters in the relevant containers (this could be done anonymously) and then as a group total up the amounts in each container and discuss the totals.

Ask the question “Do you think your choice could be changed or swayed?

Create 3 teams, Agnostics, Atheists and Theists to debate arguments for and against God’s existence.Choose a team and try to split yourselves equally and then come up with good arguments for your chosen team. You must also come up with points against the other two teams.Each team will have the opportunity to present their ideas verbally which the other two teams must challenge.

As a whole group discuss whose argument was the most persuasive and why.Plenary: Empty the 3 containers and give each student a counter again and ask them to place them in the container they would choose now.

Have the totals changed? Why do they think this has happened? Is this ok?Assessment for learning:Should it matter to anyone else what someone believes? Why?No Pens Homework: Can they create a piece of artwork that symbolises their choice?

Further Education lesson plans - English Literature

Class: Teacher: Date: Lesson: English Literature – Frankenstein (the activities could be modified for any literary text but teachers would need to produce alternative resources)

Lesson Objectives: -To be able to identify, analyse and evaluate key elements of the plot of the novel.

Speaking and Listening Objectives:-Be more skilful in discussions and use a range of arguments to persuade others.-Tell long and complex spoken stories ensuring the “thread” of the story is understood throughout.-Take part in group social interactions, knowing appropriate times to join in conversations.

Activity: Group discussion exercise to revise plot and key quotations and to encourage creative thinking around key themes and concepts through the use of images to prompt debate and thought.

Differentiation: Resources

Vocabulary:Plot, symbolism, characterisation, metaphor, pathetic fallacy, personification, representation, authorial intention, narrative, structure and chronological.

Select groups to support pupils. Group work supports the rehearsing of answers.Use targeted differentiated questioning to support and challenge in feedback.

Reduce number the number of images for

Key quotation sheets cut up into strips, one set per group in an envelope

Images cut out and put in envelopes

Starter:Using quotation cards. Group quotation exercise to cue pupils back into the text and encourage creative thinking. In small groups (based on target grade and prior attainment), pupils are to consider who said each quotation, when it was said in the text and what each one means.

Feedback – ask groups to feedback their final thoughts on a quotation to the class, move around the groups until the quotations are all covered. Focus on the value of any response to build confidence.

Main:Activity 1 – remind pupils of the assessment objectives for their syllabus. Introduce the visual plot task by modelling responses to one image i.e. select one image and ask for the suggestions of how this might link to the text, encourage creative

responses and talk through, modelling a developed response. In the existing groups, ask pupils to select images and identify links to the text, and then put the images in the order of the plot. Move around the groups supporting, challenging and extending. Give clear timings based on progress.

Mini-plenary - Ask groups to retell the plot of the novel to each other using their ordered images, ask one group to share their order and their rationale and another to share their rank (if extension completed). Encourage other groups to reflect and share their thoughts.

Activity 2 – Groups are now to connect quotations to the images. Ask groups to match the quotations from the starter to the images (there are no right answers and some images fit more than one appropriate quotation). After the allocated time, ask groups to feedback on which images they had the most discussion over / found most difficult to match quotations to (prepare groups that they will need to feedback and that they may wish to select an initial spokesperson to do this). Encourage groups to respond to other groups ideas by explaining their choices

some groups if appropriate. Early finishers are to re-rank the images by importance and justify their choices.

Selection of groups for different feedback tasks.

Differentiate by number and length of quotations. Quotations in bold are most important (some groups may only need to use these), starred quotations are most stretching for more able.

Prompt sheet if required.

Prompt sheet

Plenary:Plenary – Ask pupils to select a key quotation to learn (one that they did not know at the start of the lesson). Give them a couple of minutes to do this and they see how many you can remember as a class, keeping a verbal count of this. Link back to prior learning, focusing on the objectives and the exam.

Assessment for learning:-How well did I recall the plot?-How well can I analyse the meaning of different quotations.-How effective was our group discussion?

No Pens Homework: Pupils are to select key images to help them to explore another of their texts (this could be a shorter text such as a poem or a longer exam text) and bring them to the next lesson, ready to explain their choices to the group.

Further Education lesson plans - PSHE

Class: Teacher: Date: Lesson: PSHE – Living in the Wider World

Lesson Objectives: -to identify aspects of non-verbal communication and their effects.-to begin to consider how to ‘market’ yourself by promoting a personal 'brand', including personal presentation.-to identify individual skills and talents.

Speaking and Listening Objectives:-Use a good range of more difficult words and phrases to describe.-Switch easily between formal and informal styles of talking.-Talk in sentences with an average length of 9-13 words.

ActivityTo explore appropriate communication skills for employment (Living in the Wider

Differentiation: Resources

World) through taking part in a mock interview exercise.

Vocabulary: Employer, employee, interviewer, interviewee, non-verbal communication, gesture, body language, communication, observation, market, brand, presentation, self-promotion, integrity.

Adapt the questions based on the group. The activity could be carried out with hands up if this is more practical.

Pre-prepared questions.

Starter:Identify two sides of the classroom: one as yes as one as no. Explain that you are going to ask a series of questions to which pupils will indicate their answer by standing at the “yes” or “no” side of the room:-Did you brush your hair this morning?-Have you cleaned your teeth today?-Are you shoes clean and polished?-Are your clothes clean and tidy?-Do you have a confident walk?-Do you give eye contact when somebody speaks to you?-Do you have a firm handshake?Note –you may need to adapt these questions depending on the pupils in the group and their personal presentation.

Ask pupils to sit back down and prompt them to suggest why they have just done this activity and how it links to skills for employment / university interviews. An interviewer can tell a lot about a person from how they present themselves.

Supportive pairs. Teacher can prompt as required. A-level English Language students may use specific vocab. e.g. paralinguistic features.

Some pupils will find the activity easier with a specific job in mind; these could be tweaked to reflect pupil interests.

Interview questions to support those who need them.

Support key pupils in

Arrange a classroom desk and chairs at the front of the room so that it looks like an interview scenario.

Sample job adverts if you decide to use them.

Interview question sheets and observer checklists.

Main:Introduce the idea of non-verbal communication by asking the group what we call those aspects of communication which are not spoken. Ask pairs to think of as many different elements of non-verbal communication as they can. Answers could include: body language, gesture, facial expressions, appearance, eye contact, touch, awareness of personal space, volume and tone of voice.

Ask for a volunteer to role model negative non-verbal communication in a scenario where a potential employee is walking into a job interview scenario (alternatively, the teacher could take this part and a pupil could play the interviewer). If a pupil is to play the interviewee, prime them to really play up the negative aspects: slouch, shuffle, avoid eye contact etc. Carry out role play, ask other students to observe behaviours and be ready to feedback what could be done differently. If the group will benefit from the exercise, you could rerun the exercise to demonstrate these positive behaviours and highlight the differences.

Now introduce the idea that spoken communication is also important. The communication skill we use the most is listening, followed by speaking. Ask the group what you are trying to communicate in a job interview. Explore the idea that you are marketing yourself and your abilities and explain that this will be explored

through a mock interview.

You may wish to make the scenarios realistic by bringing in (or asking pupils to bring in) real job adverts from a local newspaper or printing out a series of job adverts ( there is a good range of these to be found at: https://sites.google.com/a/activatelearning.ac.uk/the-employment-shop-at-activate-learning/home/for-students/reading-college/mock-jobs). Depending on the ability of the group, some pupils may be able to create imaginary roles and characters and create interview questions as they go along. Alternatively, a sheet of suggested interview questions is provided which can be used for ideas by some and followed by others.

Pupils are to work in groups of three; they should label themselves A, B and C. Person A should interview person B first, asking at least six questions which should be answered in full (emphasise the importance of using longer sentences and connectives to link ideas together). Emphasise that this is not real but a scenario to allow pupils to practice their communication skills. Person C is the observer, their job is to observe the communication skills of the other group members (a checklist is provided to support them in knowing what to look for and feedback on).

After it is clear that each pair have completed several questions, the teacher should “pause” the activity and ask each group to come out of the scenario and to reflect on their work so far in terms of communication skills. Person C should initially feedback to A and B what they are doing well (e.g. great eye contact) and any specific area for development (e.g. not to speak too quickly). A and B should listen without speaking while C feeds back.

Allow the pairs to complete the interview, building on this feedback, then reflect on whether A and B’s performance improved after C’s feedback.

ensuring that their first role is one that they feel most comfortable in e.g. the observer role allows pupils to initially see how the interview process works before they are actively involved

Observer checklist supports this role.

If there is time, change roles within the groups and re-run the exercise, you would need to do this twice for every pupil to have a go at every role.

Bring the whole class together. Ask those who have been observers what they learnt about effective communication through being an observer. Then bring others in to build on this feedback by adding their ideas about how to effectively market yourself at interview.

Plenary:Each group should identify and share their three top tips for communication in an interview.

Assessment for learning:-How effectively did I communicate in my role/s in the lesson?-Can I identify spoken and unspoken features of effective communication in a job interview?-Can I identify my strengths and areas for development based on this lesson?

No Pens Homework: Pupils are to record and bring to next lesson a short radio item or podcast on how to communicate effectively in interviews.

Further Education lesson plans - Citizenship

Class: Teacher: Date: Lesson: Citizenship - Diversity and Identity in Modern Britain

Lesson Objectives: -Demonstrate knowledge and understanding about citizenship issues-Show understanding of key citizenship concepts-Demonstrate understanding of respect for diversity and challenge prejudice and discrimination-Discuss and debate citizenship issues-Express and justify a personal opinion to others

Speaking and Listening Objectives:-Be more skilful in discussions and use a range of arguments to persuade others.-Talk in sentences with an average length of 9-13 words.-Take part in group social interactions, knowing appropriate times to join in conversation.

ActivityA group based speaking and listening task based on the idea of diversity and identity in Modern Britain. The discussion evolves to include an envoy task as group start to shape their perceptions of what being British means to them.

Differentiation: Resources

Teachers may wish to negotiate ground rules with the group before beginning discussion.

Vocabulary: culture, identity, sign, symbol, nation, patriotism, tradition, belief, diversity, multiculturalism.

Initial activity provides thinking time and rehearsal of ideas in pairs. Group pupils to mix skills and views (where known).

Some pupils / groups may find it easier to work with their own set of images (the number of images used could also be reduced if appropriate).

Starter question is 1st

slide on the presentation.

PowerPoint of images and questions. Images printed out to stick to walls (plus blue tack etc).

Starter:Think, pair, share – what does it mean to be British? Initially working individually, pupils should consider their own response to the question. After a few minutes, ask them to form pairs and to share their ideas. After a further few minutes, pairs should double up to make groups of 4 (teachers may wish to suggest which pairs join together at this stage as these groups will be used throughout the lesson). Ask the groups the same question and encourage them to share ideas and to come up with a single sentence definition of “Britshness” which they all agree on (between 9 and 15 words). Share each group’s sentence verbally.

Discussion prompt sheet can be used to support those who find it difficult to initiate discussion or who need to vary their sentence openers.

Envoys could be selected by the teacher to stretch most confident speakers or to challenge others. Other group members can use the discussion prompt sheet to support their questioning as appropriate.

Copies of discussion prompt sheet.

Main:Image task. Around the classroom, stick up images of Britishness (included in attached PowerPoint). Ask pupils to move around the room to look at the images (for large groups, you may wish to print a set of images for each group or to control movement around the images by allowing a certain amount of time per image and then moving groups on). For each image, groups should consider:-What it shows.-Why it has been chosen.-What it suggests about Britishness.Encourage groups to discuss these questions (you may want to put these up on the whiteboard, they are included on slide to of the presentation) as they move around.

When each group has discussed every image, ask groups to sit down together and to discuss which image they feel best represents Britishness. They need to discuss this together and may need prompting to listen respectively to each other’s points of view.

Each group should then select an envoy who will represent their ideas to the other groups. Give groups a few minutes to prepare their envoy to be able to explain their choice and rationale. Envoys should then move around the groups and present their groups’ views, other group members should use questioning to help them to explore and understand the decisions of other groups.

After each envoy has visited every group, they should return to their original groups and explain to them some of the questions and feedback they have received. The other group members should share what they have heard from the other envoys who have visited them.

Each group should then revisit their choice of image and decide whether they

still feel that their choice best represents their beliefs about what Britishness or whether they would like to change their decision based upon what they have heard.

One member of each group should feedback to the whole class their decision and briefly sum up their reasoning.

The lesson could be developed or extended by considering case studies of what it means to be British. A useful starting point might be the newspaper article at: https://www.theguardian.com/uk/2012/jun/17/being-british-does-it-matter

List of images in the presentation:

1. Mo Farah running for GB in the 2012 Olympics held in London2. A dish of Chicken Tikka Masala3. Queen Elizabeth II4. The seaside5. The countryside6. The England football team7. A football fan8. The British Army 9. A group of students lying in a circle10. A ballot box from an election11. Rain in London12. Victoria and David Beckham13. A traditional pub

14. A cup of tea15. The BBC logo

Plenary:Encouraging groups to reflect on the discussions they have had in this lesson, each group should now revisit the starter task and create a new sentence to reflect their beliefs of what Britishness is. Have these sentences changed since the beginning of the lesson? How and why?

Assessment for learning:Has my understanding of what Britishness means developed?Have I made a good contribution to my group?Have I expressed my opinion clearly?

No Pens Homework: Continue the discussion: pupils are to talk to three different people out of the lesson about what Britishness means to them (ie. another teacher, a friend, a community leader, a parent / guardian etc.) and be ready to share their ideas in the next lesson.

Further Education lesson plans – Telephone Interaction Skills

Class: BTEC levels 1 & 2

Teacher: Date: Lesson: Telephone Interaction Skills

Lesson Objectives: To develop professional telephone interaction skills

Speaking and Listening Objectives:Leading conversationListening and feedback on other people’s conversationGroup discussionMaintaining a conversation

Activity

Planning and practising phone conversations

Differentiation: Resources

Vocabulary:

Tone of voice; intonation; conversation repair; professional; courtesy; topic maintenance; customer

Cue sheet Use less challenging topics as appropriateDifferentiated targets

Phone Lesson resources pack, containing:

Cue sheet (for differentiation)

Role cards Scenario cards Supervisor cue

sheet

Starter:Get into groups of 3Think pair share: name X ways of communicating (e.g. phone, email, text, fax, letter, face to face, snapchat, signing/gesture, braille, facial expression…) in 3 minutes – can make this into a competition (who can name the most), or can differentiate targets if needed.

Main:

In same groups of 3: telephone role plays.Each member of group takes a role (customer; professional; supervisor), and is given a scenario (differentiate scenarios as appropriate). They practise the conversation, back to back or with a barrier in-between them (so they cannot see each other’s faces). Give each group a target number of conversational turns to achieve (e.g. each person must make at least 5 comments in the conversation). Supervisor to provide feedback (What Went Well, Even Better If) use cue sheet if

necessary).Rotate so that each person has a go at each role.Tutor circulates room, trying to notice successful or interesting conversations that can be “performed” in front of the whole class. Discuss the positive aspects of these conversations as appropriate. Plenary:Group discussion on the challenges of phone conversations as opposed to face-to-face (e.g. body language and expression) and how people can compensate for this.If time, group discussion on professional versus friendly conversation: e.g. what type of language would you use? What about tone of voice etc.?

Assessment for learning:

Have learners:

- Been able to take turns appropriately?- Been able to adapt communication style to be more professional?- Been able to recall information from group discussions?- Been able to give constructive verbal feedback to peers?

No Pens Homework:

If appropriate to course: learners can make a phone call to a service profession (i.e. beauty salon, shop, cinema, mechanics, library) to ask about prices, opening times, etc. Can feedback next lesson on the other person’s phone manner – did they think it was professional, did they feel valued as a customer, did they get all the information they needed, what will they do the same/differently when they are employed?

Further Education lesson plans – Client Interaction Skills

Class: Teacher: Date: Lesson: Client Interaction SkillsLesson Objectives:

To develop active listening skills for client interaction (for vocational courses)

Speaking and Listening Objectives:Demonstrating active listening skills, e.g. rephrasing, clarifyingDemonstrating awareness of other people’s communication styleConstructing a short personal narrative

Activity

Practising active listening in a customer service context

Differentiation: Resources

Vocabulary:

Customer; client; interaction; active listening; Prior to the lesson, learners who need additional support can be informed of the questions for the starter activity (e.g. think about a time when you weren’t listened to).

Learners who may require additional support can be directed to focus on the “looks like” section of the active listening poster to support their understanding. The “sounds like” section is more challenging.

Active listening poster

Role cards and ScenariosStarter:Either as a whole group taking turns or a think pair share activity (dependent on confidence levels of people in the class):Learners share a time when they felt that they weren’t listened to (could be in a shop, at home, teacher at school, friend). Tutor should prompt the discussion with questions like:“How did it make you feel when you weren’t listened to?” “How did you know you weren’t being listened to?” “What could the other person have done to show you they were listening?”

Next, reflect on this in small groups:Small group discussions: what is active listening? (If groups need help, you can ask them what is not active listening). Why is active listening important in a professional context? (Show active listening poster at end of discussion – discuss if learners have mentioned something not on the poster, or if there is something on the poster that learners have not mentioned.)Main:

Put learners into groups of three. Each person takes a role (customer, professional, supervisor). Each group then is given a scenario (teacher can differentiate here as

appropriate). Each “professional” role card also has an instruction (e.g. don’t make eye contact), which the professional should keep hidden from their group. The professional and customer should act out the scenario, and the supervisor should feed back, including guessing what the secret instruction is. The group must guess which active listening rule is being broken. Switch roles around, with different Professional cards for each group. Please note: tutors are encouraged to adapt the scenarios for their specific courses (e.g. beauty, food, etc.).Plenary: Groups can discuss why the different active listening skills are important – they should talk about what impact it had on the client interaction when the professional “broke” an active listening rule.

Assessment for learning:Pupils are able to discuss the importance of active listening for client interaction.Pupils are able to reflect on professionalism and professional communication (as appropriate to their course)

No Pens Homework:

To reflect on client interaction skills when visiting shops/cafes etc. Feedback at next lesson.

Further Education lesson plans – Interview Skills

Class: Teacher: Date: Lesson: Interview SkillsLesson Objectives:

To develop confidence for job interviews

Speaking and Listening Objectives:Justifying answers verballyDisagreeing respectfullySpeaking persuasivelyReflecting on own communication style

Activity

Practising job interview questions

Differentiation: Resources

Vocabulary:

Appearance; body language; tone of voice; impression; in/formal; candidate; company; motivation; prioritise; suitable

Cue sheets for starter activity.Cued questions for main activity.Starter instructions.

Interview Skills resources pack, containing:

Picture cues for first impression (starter activity).

Written task instructions for starter activity.

Interview questions Disagreeing/agreeing

sentence scaffolds

Starter:

Ask learners on a scale of 1-5 (1 being not at all confident, 5 being very confident), how confident they would feel if they had a job interview tomorrow. Learners can take turns to share this or can indicate this by holding up fingers on their hands.

Think pair share: “what makes a good first impression?” (Use cue sheets if necessary.) After pairs have fed back, learners then “mingle” around the room rehearsing expected or unexpected body language for a job interview (teacher can call out and make comments if necessary, e.g. “great friendly face – I would expect that”). Written task instructions are available if needed. Main:

Teacher calls out interview questions (see resources), and learners “vote” if the question would be expected or unexpected at a job interview. (Voting can be done with hands, stand up/sit down, or having one side of the room as

expected and one side as unexpected – learners move to the side they feel is correct.) If there is a disagreement, learners should be encouraged to discuss why and justify their answer. (Use sentence scaffolds to encourage polite debate if appropriate.) To make the activity more challenging, you can call out the illegal interview questions (coded red on sheet) and discuss that interviewers should never ask these questions and that candidates are not obliged to respond. It is important to distinguish between unexpected interview questions and illegal questions. If the question is expected, learners can rehearse responses in pairs and then be ready to share with group (1 or 2 pairs share for each question).

If time, pairs can begin practising interviews – taking it in turns to ask each other questions. (Differentiation, pupils who have memory difficulties can be given the written questions from previous activity to ask each other.)Plenary:Group reflection: Thinking about previous activity, why is it important to prepare for interviews?What have the learners “taken away” from today’s session; what skills might they need to develop for future interviews.

Revisit scale of 1-5 question: how confident would learners now feel if they had a job interview tomorrow. It is ok if learners feel less confident as this shows that they have become more aware and can be better prepared for the realities of interviews. Assessment for learning:

Self-confidence rating – check learners’ level of insightDid learners demonstrate a good awareness of appropriate interview questions?Were learners able to demonstrate appropriate and inappropriate body language?

No Pens Homework:

Ask family, friends, teachers etc. about how they prepare for job interviews, and if they have any funny stories or tips to share for the next session.