To explore figurative
language and its effect on the reader
All pupils will: have read and understood the main ideas in the poem by Blake
Most pupils will: have seen the impact that the use of binary opposites has and will have understood their impact
Some pupils will: be able to describe the impact of the key images on the reader and explain why they are so effective
Lesson Development
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Write words ‘light’ and ‘dark’ into books and produce word association spider diagram of all the words / ideas / images etc that we link with these two words.
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Distribute ‘mixed up’ poem The Chimney Sweeper. Pupils cut up poem and sort into correct order, gluing into books. (8-NSPCC-Resource 1)
Discuss briefly how they knew what the correct order was – it is a narrative poem that tells a simple story.
Pupils highlight the light and dark words in the poem and create two lists of the words that they associate with them (see page 19 of Lit Obj text book for an idea as to how to present this
[Grid with Idea
Symbolised and Example from the text
Idea Symbolised Example from the text Idea Symbolised Example from the text Light “naked and white” Dark “In soot I sleep”
Play Work
Freedom Confinement
Life death
]). Compare with ideas from the starter activity – what are the two key images in the poem?
Pupils write an answer to the question “Why does Blake use the language associated with lightness or darkness to describe the suffering of the chimney sweeps?” Discuss first, write second.
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Pupils read responses to question round their table and select the best response, which is then read out to the whole class – the group explains why it is a good answer and why they chose it.
Class selects the best of the six or seven answers and explains why it is the most effective response.
Homework:
Objectives
Outcomes
To trace the main themes in a poem and be able to show that you understand the aims of the poem
All pupils will: have demonstrated an understanding of the main ideas in the poem by summarising content in their own words
Most pupils will: be able to see how the poem presents a biased opinion as a means of changing the way that people think
Some pupils will: understand the modernity of Blake’s ideas and his focus on sympathy, empathy and change as out of place for the context of his times
Lesson Development
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Model ‘translating’ the first (and second if necessary) stanza of the poem:
Stanza 1 – The boy narrator tells us that he was sold into chimney sweeping when he was very young. Stanza 2 – The reader is told about Tom Dacre, another boy chimney-sweep, who cries when his head had to be shaved, but is comforted by the narrator.
Pupils complete translations of the remaining stanzas.
What point of view is the poem told from – why? Who is the poem meant to be read by?
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Pupils identify the differences between the rich adults who employ chimney sweeps and the poor children who sweep chimneys. Relate back to the light / dark imagery from lesson 1 and see that the poem focuses on a high degree of opposites.
Pupils complete spider diagram about what we KNOW life is like for the children.
Pupils complete spider diagram about what we IMAGINE life is like for the adults who employ them.
Pupils write a short piece as the adult in the poem explaining how the poem has made them feel about employing chimney sweeps – why do they do it?
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Pupils read around their tables and select the most effective justification for using chimney sweeps OR the most convincing ‘turnaround’ and read these aloud.
Why did Blake write this poem?
Why did he choose a poem to convey his message? Is it as effective now as it might have been then?
Homework:
NONE
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To employ empathy skills to explore character and to understand how to create engaging and detailed questions to elicit a sustained response
All pupils will: have considered the feelings and responses of the child / children in the poem
Most pupils will: have understood the need for careful questioning to elicit a detailed and sensitive response from the interviewee
Some pupils will: have been able to employ their skills to a sophisticated extent and will have elicited and given detailed, empathetic and realistic response to the task
Lesson Development
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Pupils play word association / ping-pong to share vocabulary about how it might feel to be a child chimney sweep in the Victorian era. At the end of the allotted time (say 90 seconds) they each write down the three most powerful words they heard / used. Tables ‘pool’ these and record the three most powerful from the group onto the board ... what is the overall impression of life for chimney sweeps?
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Pupils work in pairs / groups to list all the wrongs that have been done to the child chimney sweeps. They should organise these into things we KNOW and things we INFER from the poem.
Pupils use this information and the information from the starter activity to work ALONE to write four interview questions to ask a child chimney sweep. Before starting this activity, pupils should consider what makes a good question.
Pupils pass their questions onto a partner on the table who considers how good the questions are and suggests any alterations / amendments.
Pass the books to a third person who should draft responses to all four questions. Pass the books to a fourth person to develop / improve the responses to the questions.
Books return to the owner, who selects their favourite answer and shares this with the group. Group selects best.
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Read the six best question / answers round the class and explore why they are the best – what have we learned about character? History? Context?Objectives
Outcomes
To understand the context of Blake’s poem and to use this knowledge to inform a broader reading of the poem
All pupils will: have understood that the context in which a text is written affects its meaning and they will have explored another pre-1914 literary text and understood some of the key features
Most pupils will: have been able to build their images of chimney sweeps’ lives and to create a more detailed empathetic response.
Some pupils will: have developed a sophisticated empathetic response, influenced by context and two separate texts
Lesson Development
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Share findings from homework about child labour / chimney sweeps / working conditions etc. This could be done in a number of ways – ping-pong; group discussion; post-it notes on board? Teacher should circulate and ensure homework has been done – can be ticked and recorded during starter (doesn’t need to be marked!)
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Read extract from The Water Babies by Charles Kingsley. (8-NSPCC-Resource 2) (Resource 2a is available as an optional extra – it is a picture of Tom in the girl’s bedroom and may be of help with lower ability pupils)
Complete three reading activities to ensure understanding of the text and of the dramatic differences between the children’s lives. Discuss responses and ensure understanding.
Create mind map about chimney sweeps – likes / dislikes / fears / typical day / knowledge / understanding / ignorance / food / family / friends.
What would a diary entry or series of diary entries for a chimney sweep look like? What might the sweeps describe in detail? What might they feel / think etc? Discuss and record ideas in groups.
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Share best ideas into spider diagram on board.
Set homework. Focus on good writing skills and the need to create a contextually accurate piece of work.
Homework:
Draft detailed diary entry/entries describing life as chimney sweep – first draft – final draft will be
assessed writing piece for this half term.
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To have an overview of media terminology to enable
competent analysis of media texts; to know how to produce a realistic media storyboard
All pupils will: have understood some key media terminology and will be able to use the terminology accurately when describing a media text Most pupils will: be able to use the terminology in an analytical manner to
provide accurate description of a media text
Some pupils will: be able to apply the terminology in a sophisticated manner and may need no further support with the vocabulary or its use
Lesson Development
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Word matching / definition exercise (8-NSPCC-Resource 3)
Pupils stick the definitions in their exercise book and try to match them to the key terminologies. Check they are correct before moving on.
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Introduce concept of camera SHOTS – that the camera can take a range of different shots depending on what effect it wants to achieve. Introduce following words:
Close-up Mid-shot Long-shot
And ask pupils to come up with their own logical definitions of these. Discuss. Distribute Storyboard Sheet (also 8-NSPCC-resource 3).
Ask pupils to design three camera shots – these could be on a specific subject of your choice (eg a day in the life of a chimney sweep) or on any subject they like. They should sketch the picture so that the camera shot is clear and then complete notes about the other technical information regarding sound and camera movement.
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Either – Share camera shots / descriptions amongst group and discuss with the class successful use of terminology and / or sound effects to create an effective text.
OR
Watch a brief clip from a film or tv advert (YouTube would do) and see how many different camera shots / movements / angles / sounds pupils can spot.
Homework:
Objectives
Outcomes
To consider how the themes and ideas evident in Blake’s poem are still relevant today
All pupils will: have made simple links between the themes and ideas in Blake’s poem and those in the NSPCC bounce back campaign.
Most pupils will: have made confident links between the two and seen how different texts can be used to convey similar ideas.
Some pupils will: have made the beginnings of sophisticated links between the two texts that will be used to inform an analytical comparison
Lesson Development
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Pupils brainstorm the number of ways in which children are still mistreated today. Report back and record on board. There will need to be a degree of sensitivity in the way this is handled!
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You will need to have set up the NSPCC ad – available on the shared drive (8-NSPCC-06 Cartoon Boy). You will be playing it to pupils three times. The first time should be SOUND only; they should not be able to see the images. Pupils should record in a spider diagram as many of the sounds / words as they can recall. (Alternatively, there is a Tom and Jerry soundtrack on the T drive. You could try using this for the SOUND part of the lesson – Steve and I tried it different ways; neither worked entirely perfectly!)
What kind of media text do they think they have heard? (should elicit the response: cartoon). Pupils should consider what they expect from cartoons and what the overall purpose usually is.
Pupils should then be asked to VIEW the ad but with the sound MUTED so that they do not know what the sound content is.
Distribute the six storyboard stills for the ad. Using their media skills from previous lesson, students should create a voiceover / dialogue for the ad. This will need to be done fairly quickly in groups of 2-4.
Groups should practice their voiceovers.
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Re-play the video without the sound, allowing one or two (most able) groups to perform their voiceovers / commentaries to go with the video.
Comment on the effectiveness of these: do they add to / improve the impact of the video? If so, how and why? If not, why not?
Homework:
NONE
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To explore how media texts use sound and visual imagery to create an impact on the viewer
All pupils will: have understood the powerful impact of a combination of sound and visual imagery in moving image texts
Most pupils will: have been able to see that the use of contrast in this makes the impact more sustained and engaging
Some pupils will: have understood the links between the use of contrast in this moving image text and the use of contrast in Blake’s poem on a similar theme
Lesson Development
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Pupils ping-pong what they remember from last NSPCC ad campaign for 90 seconds. Pupils write into books the three most memorable things from the campaign ad.
What would they say the main PURPOSE of the ad was? They should try and be as sophisticated as possible – yes the NSPCC want to stop child cruelty, but the ad was also intended to shock in some way. Why?
Record PURPOSE of text in books. (or wait until final watching of ad – see below)
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Remind pupils of their work on producing their own voiceover for the film in last lesson. What did they ADD to the film through the sound they added? What was missing, if anything?
Watch the ad for a final time, this time with visuals and sound.
Pupils should spend 60 seconds in complete silence after watching the ad and note down their initial responses to it. Share some of the words that come out of this exercise. (It may be that you have to wait until this point in the lesson to establish the full purpose of the text and the full impact of the shock tactics)
Discuss how the ad uses opposites (make link to Blake if you think pupils can sustain and understand this comparison) to shock the audience.
Pupils record a table of opposites (eg cartoon boy / real adult; cartoon noise / adult aggression; canned laughter / eerie silence at end; cartoon boy / real boy) etc.
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Sort into those that are VISUAL and those that are SOUND related and then pair up (they pair up quite effectively), so that pupils can understand how the sound and visuals COMBINE to have a sustained impact.
Date:
Period:
Group:
Lesson Context:
First half spring term. Pupils have read a novel and studied poetry. This is the first unit to feature a degree of non-fiction. Outcomes are a speaking and listening assessment and a brief creative writing assessment. USE Notebook File on T
Objectives
Outcomes
Explore and improve planning
All students will:
Most students will:
Some students will:
Lesson Development
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Copy into books leaving space between each point.
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Add notes to each point about what they might say – relevant points etc
Detailed discussion about the conclusion and whether or not the ad was likely to have
been effective or not AND whether its techniques were justified.
Look at vocabulary that they need to use – work out WHICH bits of the plan it would be used in and discuss.
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Watch ad again and set up homework – emphasise importance of preparation for success
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Some students will:
Lesson Development
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Pupils answer question
How does the NSPCC use sound and visual imagery effectively to shock the audience?
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NOTE TO TEACHER: THIS ESSAY COULD GO IN BEST BOOKS; BUT IT IS A REINFORCEMENT/PRACTICE OF THE ESSAY WRITING SKILLS COMPLETED LAST TERM. BEST WORK FOR THIS HALF TERM IS A SPEAKING AND LISTENING ASSESSMENT.
Objectives
Outcomes
To know how to employ media terminology and to plan own work to analyse a media text.
RESOURCE 8 AVAILABLE – WRITING FRAME SUPPORT
All pupils will: understand the importance of planning in helping to write a sustained analytical piece. They will have practised using media terminology.
Most pupils will: understand that modern texts and older texts can have links
Some pupils will: see that there are a vast number of similarities between audience and purpose in the Blake and NSPCC texts; they will also see how the techniques in the texts are similar too.
Lesson Development
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Pupils review each others’ plans for the written work.
They should address the following questions:
Does the plan tell you the CONTENT of the answer (what things the student is going to write about)?
Does the plan tell you the STRUCTURE of the answer (the order in which things are going to be written)?
Could YOU write the essay using this plan? If not, why not?
Pupils review their own plans and try and add / adapt / amend the plan to make it more helpful to them.
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Pupils answer written comprehension into books: how does the NSPCC use sound and visual imagery effectively to shock the audience? Pupils may need writing frame (RESOURCE 8), BUT part of the focus here is on planning own work (pupils have produced two extended essays and know the style of writing and how a piece should be structured – the test here is can they organise work without support)
Allow about 20 minutes’ writing time?
Pass books round group highlighting best analytical sentence and commenting on the weakest sections of the text.
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Check accurate use of the media terminology – ask for examples to be read out where the pupils think they have used it both well and correctly.
Homework:
Optional – complete for homework as appropriate
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To explore in more detail issues affecting children worldwide today and to consider our response to them.
All pupils will: have learned that there is a limit to peoples’ charitable giving and many calls on their resources.
Most pupils will: understand that charities have to employ a range of tactics in order to raise funds. Some pupils will: realise that the act of raising money
could be seen in some ways to be unethical
Lesson Development
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Teacher outlines his/her own charitable giving: eg, allocates c. £37 a month shared in the following way: £15 sponsored child – 18 year commitment
£5 NSPCC £5 Amnesty
£10 British Horse Society £2 Local Hunt
Pupils discuss why they think the money is allocated in this way.
ELICIT: local issues / national issues / global issues / personal issues – the things that are important to the individual get more money.
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Introduce the idea that there are a range of issues locally / nationally / globally that are specifically to do with child welfare. Distribute the following to groups:
Child labour in LEDCs Child soldiers in Somalia Child poverty in the UK
Tackling teen knife crime in Manchester Child- carers in the UK
Bullying in schools
Groups have 10 minutes to create a list of reasons why you should donate to this charity. They should link to starter discussion.
Feedback.
Re-group pupils into threes (non-friendship groups).
Give pupils a ‘pot of cash’ - £37 per month. Pupils, discuss the issues and sort them into a list of priorities. Allocating their cash.
Feedback
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Pupils rank the reasons behind their giving: I already made up my mind
I was shocked
I felt like I might be affected personally I believe the issue is really important I think other people might NOT give
Elicit, if time, responses to the following questions: Have your priorities changed? What convinced you to give to a charity? What were the most successful techniques? Is low giving a sign of lack of importance?
Objectives
Outcomes
To develop our understanding of issues relating to child welfare and the techniques used to raise awareness of these issues in the community.
All pupils will: have revised the key child welfare issues covered last lesson and considered how they could raise awareness
Most pupils will: have begun to apply a range of techniques to help promote a particular point of view Some pupils will: be able to apply a range of
techniques to promote a point of view effectively
Lesson Development
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Pupils copy and complete the charity’s flow diagram below:
ISSUE – CHARITY - - ACTION - CHANGE
What is missing? (MONEY)
What sources are available for raising money? What techniques are available to GET this money? Pupils should identify that there is personal giving, government giving and corporate giving. Focus on personal – what techniques are there to RAISE money from this source? (elicit, leaflet, letter, e:mail campaign, tv/radio ad campaign, collections on streets, events / concerts etc).
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Re-distribute the child welfare issues from last lesson to groups of three (each issue will need to go to three groups)
Child labour in LEDCs Child soldiers in Somalia Child poverty in the UK
Tackling teen knife crime in Manchester Child- carers in the UK
Bullying in schools
Pupils will have this, and one further lesson, to design an advert to RAISE AWARENESS of their issue and to RAISE FUNDS for their issue. They should consider the techniques used by the NSPCC and how they can apply similar techniques.
G&T students could also be asked to produce a fund-raising letter alongside their campaign. The campaign should consist of a storyboard / a voiceover / dialogue / etc.
Pupils will need to prepare a PRESENTATION to the rest of the class, introducing their campaign and outlining its features
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Pupils report on progress
Homework:
Research into your issue in order to have appropriate facts / statistics / stories / information to
include in your campaign.
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To develop our understanding of issues relating to child welfare and the techniques used to raise awareness of these issues in the community.
All pupils will: have revised the key child welfare issues covered and considered how they could raise awareness
Most pupils will: have begun to apply a range of techniques to help promote a particular point of view
Some pupils will: be able to apply a range of techniques to promote a point of view effectively
Lesson Development
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Groups pair up with another group and tell them / outline the idea that they developed last lesson. Opposite groups tell them ONE good thing about their campaign idea and one thing that concerns them / they think could be improved.
Especially, they should focus on the LENGTH of the ad (about 1 minute – what can they realistically cover in this time?), the AUDIENCE for the ad and the principal impact of the ad (shock / affecting you personally / pity etc – refer back to last lesson)
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Pupils continue working on their presentations.
G&T groups should devise a tv ad as well as a letter and or a leaflet
Remind pupils periodically that their presentation to the class is not a dramatised version of the ad, but a presentation of it – identifying what it is about, who it is for, what will happen in it, how it will be effective etc.
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Pupils report on progress, especially commenting on the concern that was raised by their partner group at the start of the lesson.
Homework:
Objectives
Outcomes
To understand the speaking and listening assessment criteria and to know how to deliver a good presentation
All pupils will: be familiar with the KS3 S&L attainment levels
Most pupils will: have understood what they can do to improve their existing, self-assessed level.
Some pupils will: have a clear idea about how to progress through the levels in order to achieve L8 or beyond.
Lesson Development
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Pupils listen to a brief news report (either read from a newspaper or played to them via BBC website etc).
Give pupils 60 seconds to write down as much as they can recall – facts, dates, times, details etc.
What skills did they have to use?
Explain and outline the difference between HEARING and LISTENING (use SEEING and LOOKING as an analogy if it helps).
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Distribute KS3 S&L skills. Pupils should glue into books, read through and clarify any misunderstandings about the content.
Pupils should self-assess and work out what level they are currently at. They should identify at least one technique that they are weaker in and consider what they could do to improve.
Thinking about a formal presentation, groups should discuss and record a list of tips / advice /
recommendations for groups to follow in order to achieve the best level that they can in the assessment.
G&T students (top set) could be challenged to create an advice sheet for distribution to the other sets for when they come to this task.
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How will being a good speaker and listener help students in a) other subjects?
b) life in general?
Homework:
Copy up Chimney sweeper piece into best books for submission on Friday. Remember to re-read
level criteria and use teacher marking to support progress.
FINAL lesson will be assessments – pupils should be given groups to peer assess as well as to produce a self-assessment sheet to go into the best books, along with the teacher assessment.
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
