Year 8 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.

A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the secondary years. Many lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering

spoken language objectives as part of every lesson remains the same. Therefore, we have continued to include the older plans, and if you wish, you can adapt the spoken language objectives to best suit the needs of your lesson and pupils.

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 children in spoken language activities to support their learning. This includes children 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 children’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 children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children and young people 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 children 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.

Year 8 lesson plans – History

Class: Yr 8 Teacher: Date: Lesson: History – Introduction to slave trade

Lesson objectives: - To know that slavery existed before the Atlantic trade- To understand why the Atlantic trade developed and thrived - To be able to state some key facts about the trade and life as a slave

Speaking and listening objectives: To talk about and explain ideas and feelings

clearly; Respond to and question what is said, how it is

said and why it is said

Activity: Introducing slave trade – an information sharing session Differentiation Resource

Starter:Round Robin – use iconic picture (Wedgewood seal – Am I not a man?) as a prompt

- Ask each student around the class to comment / say something they know about the topic they think is represented;

- Allow students to pass, but come back to them and invite comment after they have heard other contributions

‘Am I not a man’ image

Vocabulary: slavery, slave trade

Introduce the topic – an introduction to slave trade

Acknowledge that students may feel shocked by the information and images.

Main: Exploring and sharing information from a variety of sources

6 groups (depending on class size materials can be reproduced twice for more groups- Groups 1 and 2 - slavery questions and answers, cut into separate cards- Groups 3 and 4 – slavery images -

https://thecommunicationtrust.org.uk/media/494532/slave_trade_images.pptx - Groups 5 and 6 – life of a slave from http://www.slideshare.net/xiwishyouwerebeautiful/daily-

life-of-a-slave

Groups 1 and 2 – as a group read and discuss questions and answers; match questions to answers

Groups 3 and 4 – as a group share the images in pairs; what information can they gather / understand from the images? What thoughts and ideas about the slave trade do the images raise? Do you all agree? If not, why not? Share thoughts with the group

Groups 5 and 6 – as a group, share the separate pieces of text; read and discuss in 2s and 3s. What thoughts and ideas about the slave trade does the information you have read raise? Share thoughts with the group.

Discussion: in groups, what information have you learned (or verified)?

I have learned that…

I think that…..

Questions: what happened …?; why were…?; how did…?; where did…? who were …?

Decide as a group on 3 pieces of information or thoughts to share at the plenary, and one question.

Consider grouping carefully so that weaker readers can access the images rather than the text resources.

Students with language needs may also benefit from being in image group, or in Q and A group.

Provide key questions for SEN students to answer, to direct their thinking.

2 x copies of Slave Trade Q and As, cut into separate cards.

2 x copies of each image.

2 x copies of each text piece – life of a slave powerpoint

Plenary:Student groups share some information they have found out from their sources with class group – 3 facts and a question from each groupAssessment for learning: Can students –

- Describe the Atlantic trade triangle- Name some reasons why the slave trade in Americas developed and was sustained- Pose some questions about the slave trade

Targeted teacher questioning; student self assessment; peer assessmentNo Pens Homework:With a member of your family – use the internet to search for a current slavery story. Read it together and talk about

- Similarities with Atlantic trade- Differences with Atlantic trade- Your views on why slavery is still present in our societies

Slave Trade Q&A

How long has slavery existed? Slavery dates back to ancient times. For example, up to 25% of the population of the Roman Empire is believed to be made up of enslaved peoples.

How was the Atlantic slave trade different to slavery in ancient times?

The Atlantic slave trade that began in 16th century was marked by the huge number of enslaved people, the long distance of transportation and the focus on race.

How did the market for slaves in West Indies and America develop?

Colonisation of the Americas by British, French and Dutch explorers helped to create a market for new slave traders.

Why did the colonists in the Americas want slave labour?

New colonies opening up in the Americas were short of labour as the colonists were too few and did not persuade native Americans to work for them.

How did the idea that native Africans were racially inferior take hold?

It was found that Africans sent to work in the colonies were more resilient to tropical diseases than white colonists. Traders tried to rationalise this immunity to tropical disease as proof that Africans were less refined and racially inferior.

Which ports did English ships sail from? Many ports were involved in the slave trade but the main ports were Liverpool, Bristol and London.

What goods did the ships carry to Africa to exchange for Black Africans?

European merchant ships sailed to West Africa with goods from Europe and Asia such as guns, gunpowder, brandy and cloth.

How did the slave traders get the slaves?

Some local tribes captured their fellow Africans in raids on their villages and sold them to a ‘factor’, a merchant who sold them on to the merchant ships.

Where did the slave merchants take the African slaves?

The enslaved Africans were taken to the Caribbean and Americas where they were traded for goods such as cotton, coffee, sugar and rum to take back to

Europe.

What was the slave triangle? The triangle was the trading route from Europe, then on to the Caribbean and Americas and back to Europe.

What was the middle passage? The middle passage was the part of the ‘triangle’ between Africa and the Caribbean and Americas.

What happened to the slaves who survived the voyage to the Americas?

Slaves were sold to plantation owners and put to work on plantations growing and harvesting coffee, sugar cane and cotton.

How long did it take to sail across the middle passage?

Depending on the weather the voyage would take from 25 to 60 days.

Where did the slaves live during the voyage?

Slaves were kept chained all day and night below deck, except for a short period of exercise. Space below deck was usually a little over a metre high.

Why did so many slaves die on the voyage?

Conditions were terrible, with slaves crammed together with little ventilation, food or water and no sanitation.

Why did the slave trade become so important to America?

As the colonies grew the cotton and sugar farmers came to rely very heavily on slave labour.

Why was cotton trade so important? The invention of the cotton gin in 1794 – a machine that cleaned the seeds from the cotton heads – led to a big expansion in the industry, and higher demand for cotton.

ScienceClass: Yr 8 Teacher: Date: Lesson: Science – food testing

Lesson objectives: - Know that different foods are sources of different nutrients- Know what nutrients provide to the body- Know how to test food stuffs for specific nutrients

Speaking and listening objectives: Give instructions clearly Listen and follow directions carefully Justify answers with evidence Summarise

Activity: testing food stuffs Differentiation Resource

Starter:Think – pair – share - what nutrients do you know of in food? What have you / will you eat today? What nutrients have you / will you have taken in that food?Feedback - take one response from each pair; recap on nutrients.

Prompt cards for vocabulary Prompt cards for vocabulary

Vocabulary: nutrients, carbohydrate, starch, sugar, fat, protein, mineral, vitamin Round Robin – review vocabulary

Main: Food testing carousel

You will need to set up 6 ‘test’ stations in the lab, 2 for each of the 3 food tests Iodine test (starch) Biuret solution test (protein) Ethanol test (fat)

Each ‘test station’ will need - a ‘how to’ card for the food test (below);- a test record card

Group Activity: 6 groups named for food types (e.g mince, ketchup, potato, custard powder, cheese, bread. (or make own groups / food samples depending on class group)

Each group will need- 3 samples of their foodstuff - Role cards to decide roles –

! Review lab safety rules !

In each group – - assign group roles – leader; reader / instructor; listener/s and responder/s; reviewer (review

what we found out)- Leader –ask each group member to predict whether the foodstuff will respond to the test;- All - discuss why foodstuff will / will not respond- Leader – instruction reader / instructor to give instructions for the food test with the food

sample- Listener / responder – follow instructions- Leader - review prediction; was it correct?- Leader- Place a group sticker on the record sheet to record your findings

When all groups completed first test, teacher gives direction to change roles and move on to next test station. All groups will need to experience all 3 food tests.

Review lab safety rules.

Manage groups to support poor readers.

Consider need for adult supervision and how to deploy any adult support staff assigned to the class

Each test station – ‘how to’ card for

test:1. Iodine test (starch)2. Biuret solution test

(protein)3. Ethanol test (fat)

Materials for all 3 tests x number of groups

Record card

Each group - 3 x samples of one

food stuff Set of small

coloured stickers Safety glasses Role cards -

leader, instructor, listener / responder.

Plenary:Groups feedback on findings from food tests – what nutrients were found in the foods tested?

Ask students to describe specific tests for specific foodstuffs.

Ask groups to say – what went well in following the verbal instructions; what hindered; what helped.Encourage reflective thinking about

- 2 way communication;- Comprehension monitoring;- Seeking clarification.

Assessment for learning: Can students –

- Name nutrients found in foods and how they are used in body;- Describe a specific test for a named nutrient to others;- Follow instructions carefully, seeking clarification if needed

Targeted questioning, observation, student self assessment

No Pens Homework:Collect some food packaging from the weekly shop. With a member of your family take it in turns to guess what the main nutrient is for each food. Check your guesses with the food labelling! Best of10 is the winner.

Test for starch with Iodine

Iodine will stain your clothes and skin.Wear eye protection.

You will need - • Iodine solution

•your food sample

• pipette

• test tube

• water

• eye protection

What to do

Put on eye protection

Take a small sample of your food.

Put it into the test tube.

If it is a powder, add an equal amount of water to a test tube.

Put the stopper in the test tube and shake for 10 seconds.

Use a pipette to add three drops of iodine solution.

If a blue–black colour appears, the food contains starch.

Test for protein with Biuret solution

Biuret solution can harm bothyour skin and eyes.Wear eye protection.

You will need - • Biuret solution

•your food sample

• pestle and mortar

• pipette

• test tube

• water

• eye protection

What to doMash a small bit of the food with an equal amount of water in the pestle and mortar

Pour the mashed food and water into a test tube.

Use a pipette to measure 10 drops of Biuret solution

Add the Biuret solution to the test tube

Wait for a couple of minutes.

If a purple colour appears, there is protein in the food.

Test for fats with ethanol

Wear eye protection.

You will need - ethanol

your food sample

pestle and mortar

pipette

test tube

water eye protection

What to do Put on eye protection.

Put a small sample of food in the pestle and mortar.

Use the pipette to add 5 ml of ethanol.

Mash together with the food.

Pour it into a test tube.

Add 5 ml of water to the test tube.

Shake the mixture together.

If cloudy white colours appear there is fat in the food.

Group roles

Leader

Instructor

Listener / responder

Geography

Class: Teacher: Date: Lesson: Geography: Moving in and out - migration

Lesson objectives: To understand push and pull factors in global migration

Speaking and listening objectives: Learn and use new vocabulary in context; Active listening and responding; Sharing views and explanation; Give oral feedback on group views

Activity:Sorting and categorising factors in global migration

Differentiation: Mixed ability

grouping to support reading;

Targeted questioning – reduced / extended demand

Resource:

Starter: Move it! (a variation on Fruit Salad)Sit or stand in a circle. Allot the name of one of 6 countries to each student – e.g Britain, Afghanistan, China, Australia, Germany, Ukraine, etc, etc. Teacher calls a country – students change places if their country is called; if ‘World’ is called, all students swap places.

Vocabulary: Migration, immigration, pull factor, push factor, economic migrant, refugee, asylum, developed country, persecution, civil war.

Main: Introduction:Group discussion – who has ever moved house? What made them move? What did it feel like? Exciting? Anxious? What is the memory of their first experience in a new home or area?

Summarise; People move within neighbourhoods, areas and countries for a variety of reasons – parent’s jobs, better / bigger house, schools, ‘better’ area, to be close to family, etc.

People move within and across countries for similar reasons, sometimes for more significant and extreme reasons. Where people have powerful reasons to migrate they may be prepared to take risks to migrate.

Push factors drive people from their home country;Pull factors attract people to another country.

Group Activity: Pairs – cut out and sort push / pull factors into Venn diagram; Join as a group of 4 and compare answers – do you agree?

Pair 1) takes ‘pull’ factors and orders according to importance; Pair 2) takes ‘push’ factors and orders according to importance; Join as a new group of 4 – compare and discuss answers; Negotiate and agree an order for the group; may use a diamond ranking.

Take the migrant case study cards and as a group decide whether each person migrated due to push or pull factors – or a combination of both. What are your reasons for deciding that? Place them in the Venn diagram.

As a group – agree one point to share that you have learned today. All students – be prepared to feed back in plenary. Rehearse a response.

Visual support on pull / push factor cards

Mixed ability grouping – reading support for less confident readers

ALL students rehearse response

‘Why we move’ PowerPoint:

https://www.thecommunicationtrust.org.uk/media/398561/why_we_move.pptx

Push / pull factor sheet per pupil; scissors; A3 Venn diagram

Migrant case study cards

Plenary:Each group – shares a point from the lesson. Use randomiser (e.g. www.classtools.net/random-name-picker/) or lolly sticks to choose students.

ALL students have rehearsed points and hear others in group rehearse point.

Assessment for learning: Do students understand different push / pull factors?Can students identify push / pull factors in case studies?Can students use vocabulary of push / pull factors.

Varied employment Poverty

Free speech, press, media Famine

Common language Persecution

Good transport infrastructure Access to quality education

State financial support – benefits Poor job prospects

Discrimination Democracy and equality

Inadequate housing War, conflict, terrorism

Access to healthcare Good wages

Natural disaster Population overcrowding

Yali Lu, a Chinese student.

Education is very important to my family. My parents encourage me to study hard. UK has very good universities and I hope I can work in UK after my studies.

Carmen, a Filipino nurse

There are not enough jobs for nurses in my country the Philippines. In UK I can earn more money as a nurse. I miss my children but the money I send home helps to get them a better education.

Hedeyal, Afghan student refugee

My father was kidnapped by Taliban when I was 14. I escaped to Pakistan with my mother. She died in an earthquake and I paid a trafficker to come to UK; I hope I will be able to stay.

Omar, asylum seeker from Libya

I left my village in Mali to go to Libya for education. But civil war started. I escaped to Italy but I do not know the language and I want to live in UK where they give you the chance to study and have a good life.

Rose Jane, a Kenyan refugee

I was married to a man from a different tribe. His tribe do not respect women and believe in female mutilation. I want to stay in the UK for a better life.

Alexa, Romanian builder

I came to UK for work; I saw the jobs advertised in Romania. I will stay a few years. I save money to build a bigger house in Romania, my home.

Natalie, Australian migrant

I first visited the UK as a student, and made friends here. I like the traditions and the way of like. And now I am married to an Englishman!

Abdul, Pakistani restaurant worker

I wanted to come to UK as I have relatives here and I can have work. I have family in Belgium but I cannot speak the language

Sylvia, a Polish mother

I came to UK to get better school for my child (who has learning difficulties).There is better school and better help in UK; now she will learn and be good.

Jonathan, Canadian IT programmer

My company asked me to come to the UK for work. It’s a good posting for a few years, but I will not stay forever. UK is too crowded and I miss my family.

PSHE

Class: Yr 8 Teacher: Date: Lesson: PSHE – It’s a risk!

Lesson objectives: Understand what risky behaviour looks likeLearn ways of assessing and managing riskUse examples to assess risky behaviour and demonstrate how to manage the risk

Speaking and listening objectives:Share opinions and views Listen carefully to others and respond respectfullyPrepare role play

Activity: Managing risk Differentiation Resource

Starter:Introduce topic Slide 1 and 2 - Think – pair – share - tell your partner something risky you have done this week, and something risky you have seen someone else do.

How did you feel? Do you agree on how risky some things are? – e.g travelling alone may be familiar to one student, new and risky to another

Prompts on PowerPoint

Risky behaviour PowerPoint – slides 1 – 2https://www.thecommunicationtrust.org.uk/media/398564/year_8_pshe_risky_behaviour.pptx

Vocabulary: risk, danger, assess, consequence, avoid, reduce, distance, assertive

Main: Yes, No, on the fence - Is this risky behaviour?

1. Make a line across the classroom – one side = yes, the other = no. The line is ‘on the fence’.For each scenario on the slides ask the students to place themselves either side of the line, depending on whether they think it risky or not. Students can choose to be ‘on the fence’.

Select students at random to justify their decision; after hearing arguments allow students to reassess their position after hearing others’ justifications.

2. Introduce concepts of keeping safe – handouts for keeping safe strategies – aware, think consequences, avoid/step back, assertive

3. Discuss how consequences could be immediately serious (get run over) or lead to something serious at a later date (getting involved in crime or drugs).

Group Activity:In 4 -5 groups, depending on class size.Give each group a scenario

As a group, decide How risky is this? What are the consequences – now, later? What will you do?

Role play your response

Selective use of slides, depending on student group and needs

Risky behaviour PowerPoint – slides 3 – 13 (depending on lesson length and student group some slides can be omitted):https://www.thecommunicationtrust.org.uk/media/398564/year_8_pshe_risky_behaviour.pptx

Risky behaviour PowerPoint – slides 14, 15, 16

https://www.thecommunicationtrust.org.uk/media/398564/year_8_pshe_risky_behaviour.pptx

Handouts for Keeping safe:https://www.thecommunicationtrust.org.uk/media/491859/yr_8_pshe_be_safe_strategies.docx

-Risky situation scenarios PowerPoint:https://

www.thecommunicationtrust.org.uk/media/398567/yr_8_pshe_scenarios.pptx

-Question prompt cards

Plenary:Groups feedback through role play

Assessment for learning: Are students able to recognise and rationalise risks?Are students able to demonstrate strategies they would use to keep safe?

Question prompts for role play task:

How risky? What are the consequences?

What might happen now….or later?

What will you do?

Maths

Class: Teacher: Date: Lesson: Maths Pythagoras theorem

Lesson objectives: To understand Pythagoras theorem To apply the formula Make accurate calculations with triangles

Speaking and listening objectives: To use mathematical language To understand the concept of the theorem To explain the method

Activity Calculating and problem solving using right angled triangles.

Differentiation Resource

Starter: Mental starter – square numbers and square roots Use lolly sticks or other random name sorter for turns

Differentiate questions and / or give forced alternatives for named students.

Question sheet here:https://www.thecommunicationtrust.org.uk/media/256787/yr8_mental_starter.pdf

Vocabulary: Pythagoras, theorem, formula, triangle, right angle, side, angle, hypotenuse

Visual prompts for key words for triangles.

Main: Review triangle vocabulary.Review the theory and formula.

Group Activity: Students work in groups of 4 to calculate the length of the sides of triangles, and solve problems using Pythagoras theorem.

Students use squared paper and scissors to make the triangles rather than draw them.They need to work as a group to calculate the answer – but don’t need to write it down!

Groups then split into 2s and re-join another group to make a new 4. They take a calculation each to ’teach’ to the new group.

Graded tasks Easy – working with triangles to

calculate length of hypotenuse- here:https://www.thecommunicationtrust.org.uk/media/256775/yr_8_maths_level_1_task.doc

Middle – calculate diagonals in rectangles- here:https://www.thecommunicationtrust.org.uk/media/256778/yr_8_ma_ths_level_2_task.doc

Extension – word problems- here:https://www.thecommunicationtrust.org.uk/media/256781/yr_8_maths_level_3_task.doc

Triangles poster – here:https://www.thecommunicationtrust.org.uk/media/256784/yr_8_maths_triangles.pdf

Or see http://www.teachingideas.co.uk/maths/contents_shape.htm or http://www.primaryresourcecentre.com/free.html for examples

Squared paperScissorsCalculators Graded problem sheets (see links in differentiation section)Small dot stickers

Plenary:Select 3 problems – one from each group. Invite students to explain their working.

Assessment for learning: Self assessment – thumbs up

How well do I understand the theory? How confident am I of the method? How confident am I in my knowledge of square roots and square numbers?

Science

Class: Teacher: Date: Lesson: Science- chemical formulae

Lesson objectives: To understand how chemical formulae represent chemical components To know some of the periodic codes for common elements and compounds To know some common compounds and elements found in everyday products

Speaking and listening objectives: Understand subject specific vocabulary Use subject specific vocabulary to label Working with others

Activity: Make formulae for chemical compounds found in common products

Differentiation

Resource

Starter:PowerPoint Introduce the topic and highlight key vocabulary.

Think, pair, shareWhat common compounds and elements do students know of in everyday products?

PowerPoint – here:https://www.thecommunicationtrust.org.uk/media/264061/yr_8_science_introduction_powerpoint_.ppt

Vocabulary: Compound, element, atom, molecule, periodic code, formula, formulae

Round Robin to revise vocabulary used in introduction

Main: Shopping activity

Students work in groups. Each group has a set of element cards, scissors and a shopping list. The product cards are printed and distributed around the room. Students find the product on their list, read the formula, then go to find the product. They take their product card back to the group, place the appropriate number of each element next to

the product card and then ‘buy’ another product.

Use mixed ability groups ORAdapt shopping lists to individual groups / students (number of items or complexity of product).

Have adapted scissors available if needed ORNominate a ‘cutter out’ for the group.

Put stronger readers with students who finding reading difficult.

Element cards- here: https://www.thecommunicationtrust.org.uk/media/264061/yr_8_science_introduction_powerpoint_.ppt

Product cards- here:https://www.thecommunicationtrust.org.uk/media/256916/yr_8_product_cards.ppt

Shopping lists- see below

Plenary:Whole class feedback –What products did you buy?What elements did your products use?

Quick fire – What periodic codes can you remember – Round Robin

Assessment for learning: What periodic codes do I know?How well do I understand what a chemical formula represents?

Print one list for each student group

Chemical shopping list 1

Nails Iron FeElectric cable copper CuOil Sulphuric acid SO2

Coloured paving Iron oxide Fe2O3

Glass Silicone dioxide SiO2

Antifreeze methanol CH3OHDry cell batteries Magnesium oxide MgOEggs Calcium CaO3

Photo printing Silver nitrate AgNO3

Drink cans alumimium Al

Chemical shopping list 2

Pencil lead Graphite (carbon) CWater Hydrogen and oxygen H2OFizzy water H2O and carbon dioxide H2O and CO2

Coloured paving Iron oxide Fe2O3

Glass Silicone dioxide SiO2Sugar Glucose C6H12O6

Leather shoe dye Sodium sulphide Na2SEggs Calcium CaO3

Shampoo potassium hydroxide KOHDrink cans aluminium Al

Chemical shopping list 3

Cat litter Silica dioxide SiO2

Salted crisps Sodium chloride NaClFizzy water H2O and carbon dioxide H2O and CO2

Deodorant Propane C3H8

Glass Silicone dioxide SiO2

Bleach lavatory cleaner Sodium hypochlorite NaOClAntacid tablets Calcium carbonate CaCO3

Eggs Calcium CaO3

Shampoo potassium hydroxide KOHPencil lead Graphite (carbon) C

Chemical shopping list 4

Fertiliser Nitric acid HNO3

Baking powder in cakes Sodium bicarbonate NaHCO3

Carbonated water Carbon dioxide CO2

Nails iron FeGlass Silicone dioxide SiO2

Bleach lavatory cleaner Sodium hypochlorite NaOClElectric cable Copper CcuWine ethanol C2H5OHShampoo potassium hydroxide KOHEggs Calcium carbonate CaCO3

Chemical shopping list 5

Fertiliser Nitric acid HNO3

Antifreeze Methanol CH3OHCarbonated water Carbon dioxide CO2

Dry cell batteries Magnesium oxide MgOGlass Silicone dioxide SiO2

Photo printing Silver nitrate AgNO3

Electric cable Copper CcuToothpaste Sodium fluoride NaFShampoo potassium hydroxide KOHHelium balloon helium He

Chemical shopping list 6

Balloon helium HeWine ethanol C2H5OHDrink cans aluminium Alradiator steel FeC3

Glass Silicone dioxide SiO2Bleach lavatory cleaner Sodium hypochlorite NaOClElectric cable Copper CcuShoe leather dye Sodium sulphide Na2SCat litter Silica dioxide SiO2

Car battery Sulphuric acid H2SO4

English

Class: Teacher: Date: Lesson: English- speaking and listening team work

Lesson objectives: Speaking and listening Using knowledge of grammar Oral fluency Working as a group

Speaking and listening objectives: Active listening and responding Building sentences and narratives

Activity Group speaking activity

Differentiation Resource

Starter: Alphabet soup - use the random letter generator http://www.randomlettergenerator.com/ or teacher chooses a letterAsk the students to sit in a circle or go around the class - the students have to give a word beginning with the target letter in turn – the aim is speed!

Students can pass once

Give category prompts for target students (e.g. something to eat, to wear, an animal).

Put appropriate strategies in place for any children who stammer.

Random letter generator- http://www.randomlettergenerator.com/

Vocabulary:

Main: Divide the students into an equal number of teams, maximum 4 in a team; 2 teams must work together.

Group Activity:Introduce the group speaking activity from ‘Snivel and Shriek’ at http://www.tes.co.uk/teaching-resource/Teamwork-and-amp-Listening-Game-6128297/.

Each team in the pair of teams is a character – fictional, historical, celebrity. The object of the game is to imagine that the two characters are writing a letter to each other, one word at a time. The opposing team must listen to the ‘letter’ and compose their response in turn.

Use picture prompts to keep the focus on the character.

Select characters the students are familiar with. Round Robin before starting the activity to prompt ideas about the characters, interests and themes for the ‘letters’.

Allow a ‘pass’.

Plenary:Choose teams to demonstrate. Assessment for learning: Were some words easier to follow on from – and why is that?

Modern Foreign Languages

Class: Teacher: Date: Lesson: MFL- oral spelling

Lesson objectives: Learn to spell key subject specific words linked to a new theme or topic.

Speaking and listening objectives: To identify and sequence sounds in words To perceive the syllable structure in words

Activity Spelling games

Differentiation Resource

Starter: Round Robin - check that the students understand all the vocabulary. (Syllable, initial, sound, final, consonant, vowel, phoneme)

Circle activity – known word Spelling RelayStudents sit in a circle – teacher names words already known (from previous units and assessment) and picks a student.Student says first letter, second student says next letter. If a student passes, restart the word.

For students who struggle with spelling, it may be useful for them to start.

Saying how many letters you are looking for in a word may also help.

Word list - use students knowledge to make the list - it needs to include subject specific words known by ‘’all’, ‘most’, and ‘some’

Vocabulary: Syllable, initial, sound, final, consonant, vowel, phoneme

Round Robin – check that the students understand all the vocabulary. *make sure it’s clear when you’re asking for a letter or a sound.

Main: Introduction – memory tags Introduce the words that the students need to learn for spelling (linked to a new or current unit of work – e.g. salutations, food, occupations, etc ).

Go through the memory links for each word – explain that the more ‘tags’ a word has, the more likely it is to be well remembered and easily retrieved from memory.

Tags = meaning, word category, word type (verb, noun), initial sound, final sound, syllables, rhyme. Shuffle the cue cards and ‘deal’ to random students in the circle. Give the new word then ask each student in turn to give a tag for the word according to the card they received.

Repeat with a new word, until all the new words have been learnt.

Group Activity:Divide students into 6 groups; each group begins with a different activity

Spelling charades Walk the Plank (a version of Hangman with letter cards) 20 questions Build cards Climb the mast Letter tiles

Students work round the activities, moving on every 5 minutes (or less depending on length of lesson). Ring a bell or give another signal to move on.

You may wish to introduce a multi-sensory approach for some students – e.g. getting them to ‘draw’ the letters in the air/on the desk.

Introductory activity cue cards here:https://www.thecommunicationtrust.org.uk/media/256742/year_8_mfl__spelling_cue_cards_-_introductory_activity.doc

Oral spelling activities cards from resource pack- original ideas from http://www.eduplace.com/rdg/hmsv/4/handson/level4.pdf

A long stick for ‘Climb the mast’

Pack of alphabet cards for ‘Walk the Plank’, a Lego figure or similar and a 10 cm ruler for the gangplank

Letter cards sets x 2 – see instructions for making your own word list here:

https:// www.thecommunicationtrust.org.uk/media/256745/year_8_mfl__spelling_activity_instructions.doc

A word list for each group (from your target words)

Plenary:Spelling relay – Same as the starter activity, but this time do it with the new target words.

Assessment for learning: How many of the new words can I spell?