Teacher:
Context and Prior Learning:
Lesson 1
Assessment
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
A3 sheet with full length picture of James Bond.
Centipede attack statements to stick on.
Correct Centipede Extract.
Highlighters.
APP LINK:
RAF4 – Identify and comment on the structure and organisation of texts.
FUNCTIONAL SKILLS:
Reading Level 2 – Identify the purposes of texts and comment on how effectively meaning is conveyed
WALT
:
Analyse and explain how the structure of texts can influence the effect they have on the reader.
WILF:
‘Do Now’ Learning Activity:
Connect:
Picture of James Bond on A3.
In pairs students stick on statements from the centipede extract in the appropriate places.Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Activate:
Ask students to read aloud the statements they have stuck on the picture of Bond in the ‘Do Now’ activity.
Demonstrate:
Give students the correct order for the statements.
Teacher leads class discussion/questioning about the effect of the order on the purpose of the extract.
Teacher models PEE chain in response to one of the questions using feedback from class discussion.
Discuss with class what level it would be – link to WILFs for this lesson.
Explain what they need to include in their own PEE chains to achieve target level or higher.Consolidate:
Use number generator to pick pupils to feedback responses.
In pairs, students read the statements to each other, trying out the different possible orders: top to bottom, bottom to top, random.
Pupils discuss the different effects the different orders create.
They agree which order they think is best and why.
Students discuss the following questions in groups:
Why did the writer choose to put the
sentences in this order? (RAF4)
Explain the effect the writer creates by putting the sentences in this order? (RAF4)
Individually, students now answer the questions in their books.
(Timings according to class)
Selected students read out their PEE chains.
Students Peer Assess using WILFs for the lesson.
Self - assessment – ‘what is the best order and why?’
Feedback from the class discussion – Link to WILF s for this class.
Students write PEE chains in books that can be assessed for RAF4 by teacher.
Peer Assessment of PEE chains using WILFs for the lesson.
Revisit WALT and WILFs for the lesson.
Students indicate (using coloured cards or whiteboards) which WILFs they have
achieved in the lessons.
Lesson 2
Class:
Date:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources
PEE chains from last lesson
Progress Wall
Level descriptors for RAF4APP LINK:
RAF4 – Identify and comment on the structure and organisation of texts.
FUNCTIONAL SKILLS:
Reading Level 2 – Identify the purposes of texts and comment on how effectively meaning is conveyed
WALT
:
Improve our levels in RAF4 – analysing the structure and organisation of texts.
WILF:
‘Do Now’ Learning Activity
Connect:
Students look at level ladders in books to find the level they got last year for RAF4. Write on a post it with name and stick on Progress Wall.
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Activate:
Teacher has a response on the board to one of the RAF4 questions from last lesson. (Vary according to ability and targets of class.)
Teacher models applying the level criteria to example.
Teacher models how to achieve next level – or highest target level in the class – using success criteria to make it explicit.
Demonstrate:
Teacher instructs students to Peer Assess improved PEE chains using success criteria to give 2 ticks and a target.
Consolidate:
Teacher instructs students to move ‘post-its’ to new level on Progress Wall if they have improved.
Students peer assess RAF4 PEE chains from last lesson using success criteria and 2 ticks and a target.
Students work on improving their RAF4 answers up to their target levels.
Students move post-its.
Peer assessment using RAF4 criteria.
Peer assessment using RAF4 criteria.
Students tracking own progress towards targets.
Teacher:
Context and Prior Learning:
Lesson 3
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Pictures of Bond with statements stuck on (from lesson 1.)
Photocopies of the longer extract.
A3 paper to stick longer extract to.
Photocopies of feature card sheet to cut out and stick to A3 sheets.
Coloured pens/pencils.
APP LINK:
RAF5 – explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.
FUNCTIONAL SKILLS:
Comment on how effectively meaning is conveyed
WALT
:
Explain and comment on how the writer uses language to create tension. (RAF5)
WILF:
‘Do Now’ Learning Activity:
Connect:
Students look up the key word ‘tension’ in the dictionary. They should write down a definition in their own words in their exercise books.
Share as a class and agree on a definition that you will use during the lesson.
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Activate:
Teacher recaps the Centipede extract from Lesson 1.
Clarify that the aim of the text is to build tension.
Mini-consolidation: Class shares the techniques they have found so far.
Teacher introduces remaining features from the ‘Feature Cards’ sheet.
Demonstrate:
Read the longer extract of the centipede attack (Fleming’s actual text) as a class.
Consolidate:
Teacher explains mix-pair – share activity.
Students now read the full text through and highlight words or phrases that they think help to build tension in the text.
Can they identify what types of words they are? Annotate on their copy if they know them.
(For weaker groups you may need to do these as a class.)
Class feedback the techniques they have found in the extract.
Individually, pupils note down definitions and what they do in their books.
In pairs, Stick feature cards onto A3 and colour code them. Find examples of the features in the text – annotate and highlight with the
corresponding colour.
Students mix-pair-share to make sure they have found lots of techniques Fleming uses to create tension.
Class share what they have found.
Class share what they have found.
Teacher:
Context and Prior Learning:
Lesson 4
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Pictures of Bond with statements stuck on (from lesson 1.)
Photocopies of the longer extract.
A3 longer extract annotated from last lesson.
APP LINK:
RAF5 – explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.
FUNCTIONAL SKILLS:
Comment on how effectively meaning is conveyed
WALT
:
WILF:
Explain and comment on how the writer uses language to create tension. (RAF5)
‘Do Now’ Learning Activity:
Connect:
In pairs, pupils Rally Robin the features that were identified at the end of last lesson that are used to build tension. Feedback by asking pupils to name their partners’ response. List on board.
Identify them on the statements from last lesson.
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Activate:
Teacher recaps how to write a PEE chain.
POINT: Initially answers the question.
EVIDENCE: A quote from the text to support your point. Choose specific
words/phrases, not big chunks of text.
EXPLANATION: Explain how the language technique works – what does it make the reader think?
Teacher models how to write a good quality PEE chain (tailor to target levels and WILFs for your class. (In response to question below.)
Demonstrate:
Teacher instructs students to write 3 PEE chains.
Recap levelled WILFs to give success criteria for target levels.
Consolidate:
Teacher recaps how to peer assess using success criteria and WILFs.
Students listen
Individually, pupils write 3 PEE chains in response to: What language features does the writer use to create tension in this extract? (AF5 – explain and comment on writers’ use of language.)
Students peer assess, giving 2 ticks and a target.
Students should use levelled WILFs to help them achieve target level.
Peer assessment.
Teacher:
Context and Prior Learning:
Lesson 5
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Double bubble map
Dr No Extract
APP LINK:
RAF2 – Select or retrieve information or ideas from texts and use quotation and reference to text.
FUNCTIONAL SKILLS:
Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions.
WALT
:
Use evidence from a text to show how films build tension.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Students to complete double bubble map comparing films with written texts.
Feedback and share ideas as a class.
Activate:
Explain to the class that they have identified how language is used to create tension. Today they will be looking at how a film creates tension.
Mind map with the students what a film might use to create tension. Highlight camera shots, music, sound effects as the aspects that they will focus on in today’s lesson.
Demonstrate:
Students create table with these aspects as headings in their books so that they can make notes as they watch.
Consolidate:
Ask students to remind you of the extract they have studied and why tension needs to be created.
Connect:
Watch the clip twice so that students can make notes on how camera angles, music and sound effects are used.
Activate:
Model for the students a PEE chain that answers the
following question:
How does the extract from ‘Dr No’ create tension?
Demonstrate:
Students complete PEE chains.
Students self/peer assess their work against WILFs/success criteria.
Teacher:
Context and Prior Learning:
Lesson 6
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
Resources:
Planning sheet
APP LINK:
WAF 5 – Vary sentences for clarity,
purpose and effect.
FUNCTIONAL SKILLS:
WALT
:
How to use a variety of sentences to describe and create tension.
WILF:
‘Do Now’ Learning Activity:
Connect:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Recap language features used to create tension. Prompt short simple sentences and complex sentences. Short help to create tension, complex help to build a detailed description.
Activate:
Introduce WAF 5 to students. This will be the focus of the next assessment. They will be writing their own description of Bond being attacked by a deadly creature.
Demonstrate:
Students to complete progress map to set targets for
assessment.
I am currently working at... I am aiming for...
To achieve this I need to...
Consolidate:
Students mix-pair-share their target with another student.
Connect:
Create success criteria for the task with the students. Include varied sentences, language techniques, paragraphs etc.
Activate:
Introduce the students to the planning sheet. Model how they can complete the
planning sheet with sentences that they could use in their writing.
Demonstrate:
Students complete the planning sheet, making sure they have a mixture of examples of simple and complex sentences.
Consolidate:
table and then ask students to offer any good examples that they have heard.
Teacher:
Context and Prior Learning:
Lesson 7
Assessment
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Post its
Completed planning sheet
APP LINK:
WAF 5 – Vary sentences for clarity,
purpose and effect.
FUNCTIONAL SKILLS:
WALT
:
How to use varied sentences and language features to create tension.
WILF:
‘Do Now’ Learning Activity
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Students write their target on a post it and share it with their shoulder partner. This will help them with peer assessment later.
Activate:
Remind the students of the assessment task and review the success criteria with them. Today students will produce a first draft of their insect attack description.
Demonstrate:
Students complete the first draft of their description using the planning sheet to help them.
Consolidate:
Students swap their work with their shoulder partner with target post it attached. Students peer assess using the target and the success criteria, identifying two things the student has done well and one target.
Teacher:
Context and Prior Learning:
Lesson 8
Assessment
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
APP LINK:
WAF 5 – Vary sentences for clarity,
purpose and effect.
FUNCTIONAL SKILLS:
WALT
:
How to use varied sentences and language to create tension.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Students work as a group to complete the following sentences:
The purpose of my writing is to...
My writing should affect my audience by...
Could use mini whiteboards.
Activate:
Explain to the students that today they will redraft their description to improve it. Remind them that the focus is varied sentences and of the success criteria.
Demonstrate:
Students silently read their work from last lesson and the feedback they got from peer assessment. Ask them to add one more thing that they will change (they already have one target from peer
assessment) and correct any mistakes they spot.
Consolidate:
Use random selector to pick students to share what they have decided to improve.
Activate:
Explain that students now need to rewrite their work to improve it.
Demonstrate:
Students redraft their description.
Consolidate:
Teacher:
Context and Prior Learning:
Lesson 9
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
Resources:
‘View to a Kill’ extract
Character analysis grid.
APP LINK:
RAF 3 – Deduce, infer or interpret ideas
from a text.
FUNCTIONAL SKILLS:
WALT
:
How to use clues in the text to learn about a character.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Play ‘Who am I’ game. Students work in groups to create three clues about a celebrity – one hard, one average and one easy clue. They then read the clues out, starting with the hardest, for other groups to try and guess.
Activate:
Introduce key terms inferring and deducing and explain what they mean.
Demonstrate:
Students record definitions of inferring and deducing in their exercise books.
Consolidate:
Students work as a group to answer following question: How were inferring and
deducing skills used in the first activity? Could use mini whiteboards.
Connect:
Read the extract from ‘A View to a Kill’. As you read ask the students to write down three adjectives they would use to describe the character. Feedback and create mind map.
Activate:
Explain to the students that they have inferred and
deduced using the clues in the text.
Model how to complete the character analysis grid.
Demonstrate:
Students complete character analysis grid.
Consolidate:
share their analysis with the class.
Teacher:
Context and Prior Learning:
Lesson 10
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
Resources:
‘View to a Kill’ extract
APP LINK:
RAF 5 – Explain and comment on the
writer’s view of language.
FUNCTIONAL SKILLS:
WALT
:
How to analyse the language used by a writer.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Mind map with the students the features of descriptive writing. Prompt them to identify similes, metaphors, adjectives, personification, onomatopoeia etc.
Activate:
Remind the students that last lesson the identified the type of character in the ‘View to a Kill’ text using inferring and deducing skills. Today they will look at how the writer uses language to help the reader imagine the character.
Demonstrate:
Ask the students to find and label three of the descriptive writing techniques in the text.
Consolidate:
Feedback and make sure students have labelled them all.
Activate:
Model for the student how they can HAA the text – highlight, annotate and analyse. Remind them that the focus is on how language is used to help the reader.
Demonstrate:
Students individually complete HAA of the text.
Consolidate:
Teacher:
Context and Prior Learning:
Lesson 11
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
Resources:
Circle map
APP LINK:
WAF 2 – Create texts for a particular
purpose.
FUNCTIONAL SKILLS:
WALT
:
How to create a text to achieve a particular purpose.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Complete circle map on villains.
Feedback as a class.
Activate:
Explain to the class that they are going to create their own villain to write a description of at a later date.
Demonstrate:
Students Round Table in groups to identify the features of a villain.
Consolidate:
Ask students to come and write their ideas on the board – students copy into their books.
Activate:
Model the thinking process for creating and drawing a villain – for example, my villain has a scar across his cheek from a previous battle with James Bond and he wants revenge.
Demonstrate:
Students are to draw their villain. Inform them that they will be telling another student about their villain and will need to explain why they have drawn them that way.
Consolidate:
Students mix-pair-share and tell a partner about their villain.
Teacher:
Context and Prior Learning:
Lesson 12
Assessment opportunity
(WAF 8)
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Picture of tiger.
Hand template.
APP LINK:
WAF 2 – Create texts for a particular
purpose.
WAF 8 – Use correct spelling.
FUNCTIONAL SKILLS:
WALT
:
How to create texts for a particular purpose.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Show picture of tiger. Student create sentence that uses a language technique to describe the tiger.
Feedback and share ideas as a class.
Activate:
Explain to the students that they will be writing their own description of their villain. Model how they can use the hand template to plan their description.
Demonstrate:
Students use hand template to plan their description.
Consolidate:
Use random selector to ask students to share their best sentence.
Connect:
Students work as a group to complete the following sentence:
Descriptive writing should... Feedback. Could use mini whiteboards.
Activate:
Explain that students will now write their description. They will be assessed on their spelling.
Demonstrate: Students write their description.
Consolidate:
Students check each others work for spelling mistakes. Use dictionary to correct.
Teacher:
Context and Prior Learning:
Lesson 13
Lit/Num/ICT Links:
Date:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Punctuation pyramid
Mix and match worksheet
Setting the scene worksheet
APP LINK:
WAF 6 – Write with technical accuracy of
syntax and punctuation.
FUNCTIONAL SKILLS:
WALT
:
How to use a range of punctuation accurately and effectively.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Students note down as many examples of punctuation as they can think of.
Feedback and share as a class.
Activate:
Explain to the students that the next piece of writing they will do will be assessing them on how they are using
punctuation. They are going to write a short description of a meeting between your villain and James Bond.
Show students the punctuation pyramid and make the clear the punctuation that relates to each level.
Demonstrate:
Students complete the punctuation mix and match worksheet.
Consolidate:
Use the random selector to select students to feedback.
Connect:
Students complete progress map to identify a punctuation target for this piece of work. I am currently working at... I am aiming for...
Therefore the punctuation I will need to use is...
Activate:
Emphasise to the students that they are not writing a story but only a description of a meeting. Therefore, they need to set the scene for the
Demonstrate:
Students complete worksheet.
Consolidate:
Ask some students to share their ideas.
Teacher:
Context and Prior Learning:
Lesson 14
Assessment – WAF 6
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
Resources:
Punctuation paragraph
Punctuation pyramid
APP LINK:
WAF 6 – Write with technical accuracy of
syntax and punctuation.
FUNCTIONAL SKILLS:
WALT
:
How to use a range of punctuation accurately and effectively.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Students add punctuation to a paragraph that has it missing. Feedback.
Activate:
Remind the students of the task – to write a description of a meeting between their villain and James Bond. They should aim to use all the punctuation appropriate to their level.
Demonstrate:
Students write their description of the meeting. As they write they should include their punctuation but also the language techniques etc they have been learning about.
Consolidate:
Students use a different colour pen to highlight all the different punctuation that they have used (this will help you with marking)!
Teacher:
Context and Prior Learning:
Lesson 15
Assessment Opportunity
Lit/Num/ICT Links:
Class:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
Heroes circle map
Card
APP LINK:
SLAF 1 – Talking to others through
presentation.
FUNCTIONAL SKILLS:
WALT
:
How to plan and prepare an effective presentation.
WILF:
‘Do Now’ Learning Activity:
Homework
Teacher Activity
Connect, Activate,
Demonstrate,Consolidat
e
Student Activity
(including
differentiation)
Connect:
Complete heroes circle map. Feedback and share ideas as a class.
Activate:
Explain to the class that they will be giving an individual presentation on someone who is a hero for them. Model the thinking process of choosing someone who is a hero to you.
Demonstrate:
Give students thinking time to decide who their hero is and then mix-pair-share to tell a partner.
Consolidate:
Ask students to volunteer their suggestions on heroes.
Connect:
Mind map what makes a good presentation. Students record in their exercise books.
Activate:
Introduce the four questions that students will answer in their presentation.
Who is my hero?
What has their life been like? What have they achieved? Why do they inspire me?
Demonstrate:
Students answer the questions in their books. Once they have done this they can create prompt cards.
Consolidate:
Teacher:
Context and Prior Learning:
Lesson 16 onwards.
Assessment Opportunity
Lit/Num/ICT Links:
Class:
Date:
Level/Grade range
of Students :
SEN, G&T, FSM (
Individual Students)
:
Resources:
APP LINK:
SLAF 1 – Talk to others through
presentation.
FUNCTIONAL SKILLS:
WALT
:
How to give an effective presentation.
WILF:
‘Do Now’ Learning Activity:
Homework
Connect, Activate,
Demonstrate,Consolidat
e
(including
differentiation)
Opportunities
Connect:
Students complete progress map to set target.
I am currently working at... I am aiming for...
To achieve this I will need to...
Activate:
Explain to the students that each student will give their presentation and will be peer assessed. At the end of each presentation students put happy face up to say
something good or star to say something that they could improve.
Demonstrate:
Students give presentations.
