To understand and explore some of
the history of the English language All pupils will: have understood that the English language has many borrowings and loan words from other cultures; they will have a broad understanding of why
Most pupils will: see that both immigration and colonialisation have had a massive impact on the English language and will understand how this can enrich a language
Some pupils will: have a clear understanding of the ‘living’ nature of the English language and how it is enriched by its wide variety of culturesLesson Development
Starter
Display the following words on the board and ask groups to discuss what they have in common:
Pyjamas, salon, mustang, pretzel, bazaar
Groups should discuss briefly and feedback ideas.
The answer is that the words are all ‘loan’ words or words ‘borrowed’ from other languages (Hindi, French, Spanish, German, Arabic).
What other languages do we think / know have contributed to English? Discuss, record on board and in books.
Main
Distribute word list (resource 1) to groups / pairs and ask them to work to match the country of origin with the list of words. They should be able to explain / justify their answers by linking their choice to some cultural aspect of the country they have matched.
Feedback and discuss question “what reasons are there for the English language gaining vast numbers of words from other countries?”
Record responses on board.
Pupils should write a detailed written answer to the question above, incorporating examples from the discussions and as many explanations as they can.
Plenary
American vs UK English. List the following words and pupils have to come up with the US equivalent: Biscuit (cookie) Boot (trunk) Petrol (gas) Post (mail) chips (fries) crisps (chips) playtime (recess) rubbish (trash).
(If time, pupils should offer reasons for the differences between the two languages.)
Homework:
Objectives
Outcomes
To understand more about the history of the English Language
Resource lesson 2
All pupils will: have learned the key dates and changes in English Language history
Most pupils will: have understood the impact of the key events on language history
Some pupils will: have developed a more sophisticated understanding of the way our language has been changed by technology and invadersLesson Development
Starter
Quick on the draw activity, using resource 2.
There are 10 questions
You will need A3 copies of sheet and colour coded copies of questions for each group to work with.
Main
Using the data in the text, pupils should create an English Language timeline, showing the important events and dates in English Language history.
(Show the History of English in ten minutes ask students to note down any other important ideas/ words / dates on their timeline)
Discuss briefly when and why certain changes took place – what were periods of great change / great stability?
Pupils should first attempt to translate the Chaucer extract and then identify things that have changed. (spelling, verb conjugation, meaning) and guess why.
In their own words pupils explain why the printing press is probably the single most important event in English Language history.
Above tasks could ALL be done by everybody, OR they could be divided up, with different groups / members of group performing different tasks and then feeding back to whole class depending on time taken with quick on the draw and video.
Plenary
Feedback responses to the three tasks and take an overview of Language Change – has language stopped changing now?
Homework:
If none set last lesson, h/w could be to pick one of the periods highlighted on the timeline and
investigate it further, producing a fact-sheet for the rest of the class – Or complete the timeline.
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To explore and analyse how English language has changed through the ages
Lesson resource 3
All pupils will: have an understanding of the changes the English Language has undergone in its long history.
Most pupils will: be able to explain in more detail than before which things have changed the most and why
Some pupils will: be able to form educated opinions about the reasons fro change, linking these to the learning in previous lessons and making sophisticated connections between ideas and facts.Lesson Development
Starter
Write a brief line of Old English on board, eg:
Feowertig daga. And waes fram deofle costod. (For forty days he was tempted by the devil)
Pupils copy into books and try and produce a phonetic pronunciation of the text – what accent do they adopt? What language do they think it is? What do they think it means?
Main
Distribute the language through the ages worksheet and discuss briefly with pupils.
The worksheet is pretty self-explanatory. Pupils first of all sort the texts into DATE order and then try and use the third column to say how they were able to guess at its age / position.
Pupils should make a list of things in their books that have changed since the fifth century (eg spelling, word formation, word order, pronunciation, meaning, content, acceptability of usage etc).
Pupils answer question in written form: How has the English Language changed since the 5th century?
Plenary
Display list of Old English words – see if pupils can spot the modern translation
Dagum (days) Hingrede (hungry)
Haligum gaste (Holy Ghost) Godes (God’s)
Andswarude (answered)
Can pupils guess what the text is? (The Bible)
Objectives
Outcomes
To know how to recast information for a different audience
WAF2 (Level 6-8)
All pupils will: read and have an understanding of how different texts use different techniques to suit both audience and purpose
Most pupils will: how to adapt and apply the conventions to make a text engaging and appropriate
Some pupils will: be able to apply their ideas of audience and purpose effectively in order to create distinctive, individualised and engaging textsLesson Development
Starter
Display the suffix ‘ough’ on the board. There are nine different ways of pronouncing this combination of letters – what are they (you’re doing well to get six)
Brought (aw), Bough (ow), tough (uff), Through (oo), Cough (off), Hiccough (up), Though (o), borough (uh) and lough (ock)
Main
Distribute /Display Literacy Objectives 3, page 42-43 (extract from Horrible Geography, Freaky Peaks). Pupils discuss answers to the following questions:
What text type is it?
What is the purpose of the text? Who is the audience for the text?
Discuss the contrast in the answers (comic strip / comedy but meant to educate and inform etc). Why have the authors used this text type? Set up task:
To prepare a Horrible English page, drawing on the resources they’ve been given in the past two or three lessons.
Audience: Years 4-7
Purpose: to educate, inform and entertain
Texts must be entertaining to read but factually accurate, drawing on the conventions of the Horrible Histories type series.
Working either alone or in pairs pupils work on the TEXT of the piece. They should re-read their source material and begin to collate the information they want to include on their pages, make notes and begin to draft material.
(Will require a second lesson)
Plenary
Reconvene and discuss potential titles for pages / books / etc. What kind of cartoons might we use? Which pieces of information have we kept in?
Which have we left out?
Display ‘ghoti’ and ask them to pronounce it.
It says ‘fish’ (link to starter ‘gh’ from tough, ‘o’ from women, ‘ti’ from ambition). Does spelling really matter?
Homework:
Design a cartoon strip to include in your Horrible English, conveying one aspect of English in which
you are interested.
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To know how to create an imaginative and successful adaptation of an existing text, employing a range of stylistic devices
WAF1 (write imaginative and interesting texts) Focus Level 7&8
All pupils will: have identified the stylistic devices in an existing text and will have attempted to apply the devices in a text of their own. (level 6) Most pupils will: will have applied the devices successfully and created an
imaginative adaptation that is largely successful. (level 7)
Some pupils will: have created a highly successful adaptation that is realistic and credible (level 8)Resource lesson 5
Lesson Development
Starter
Distribute device sheets to tables: Humour, Chatty style, Factual Information, Directly Addressing the audience, Slang, Wordplay, Short punchy sentences, (rhetorical) questions, content designed specifically to appeal to young audience .
Each group re-visits the Freaky Peaks text and in BIG WRITING writes a quotation from the text to support demonstrate the device.
Bring to front, display on board for remainder of lesson.
Main
Display sentences from The Dawn of English
“In AD 1066 the Normans invaded. They came from France and brought their language with them.”
Which of the techniques on the board do we need to apply to EVERY sentence we write? Which of the techniques might we apply to these two sentences?
Pupils should re-write the sentences, applying the techniques they’ve identified. Here one or two and discuss how successful they’ve been.
Pupils spend 15 minutes writing the text to their Horrible English pages.
Focus on the need to include all of the seven devices covered at the start of the lesson.
Pupils should then read through THEIR OWN writing and annotate it with the features they’ve used (they should have used all of those identified and discussed (and displayed) at the start of the lesson.
Plenary
Pupils pass their books to a peer to check that they have a) identified the device correctly and b) used all the devices.
Peers respond to the question: is this a successful and imaginative adaptation of the existing text? Does it employ a range of stylistic devices?
Homework:
None set – remind about cartoons due in on Friday.
Objectives
Outcomes
To understand the terms accent, dialect and standard English; to see how they can be used successfully as textual features
All pupils will: have a clear understanding of the terms accent, dialect, standard English and non-SE.
Most pupils will: be able to identify and explain items of non-SE, and have an idea of how and why they might be used in texts.
Some pupils will: have a clear understanding of the impact of these techniques in written texts.Resource lesson 6
Lesson Development
Starter
Display terms Accent and Dialect on board – do we know the difference? Pupils should record their own exemplars / evidence of each.
Introduce term standard English – can you speak it with an accent? Can you speak it with a dialect? (Ensure pupils are aware that SE is a dialect in itself).
In their own words, pupils record definitions of all three terms in their books.
Main
Distribute Angela’s Ashes extract (8-Language Change-Lesson Resource 6)
Teacher starts to read aloud in standard English with no accent. Ask pupils to stop you when they think they know / can guess what accent to use. Try these out – either teacher OR volunteer) until the class settle on Irish.
Discuss how we knew? What clues were in the text? Complete reading (ideally in Irish accent if possible).
Pupils locate and record DIALECT words and guess their SE equivalent. Is DIALECT just words?
Share out ‘chunks’ of text to groups. Each group identifies a phrase or sentence that they think is not standard English.
Plenary
Report back from groups.
Discuss the quotations – do we agree they are non standard grammar? If so, annotate text accordingly for next lesson.
Homework:
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To understand the variety of
techniques employed by the author to create a engaging and humorous anecdote.
All pupils will: have a clear understanding of the impact of verb choice and form on narrative writing.
Most pupils will: understand how the choice of verb form must alter according to the specific text type being employed.
Some pupils will: understand how they can manipulate their own texts and audiences by judicious choice of verb form.Resource lesson 7
Lesson Development
Starter
Why has the author used non standard English / Irish dialect / non-standard Grammar?
What is the purpose /impact in the text?
Pupils should record a written response to the above discussion, which should focus on the child-like narrative and the clear indication that the child is naive and foolish.
Main
Display three verb forms: I walk, I walked, I am walking What do they tell us?
Which verb form is most common in narrative? What verb form is used here?
Distribute resource 7. Stick into books and complete activities 1 and 2 before having a discussion about the impact of the verbs. The complete activity 3.
Extension / homework activity is to look a the use of present / past tense in sports reporting and to understand the impact of how it is used in a ‘live’ match report and in a written post-match report.
Plenary
Past tense of irregular verbs:
Display the following and see if pupils can give you past tense version: I sleep
I eat I go I am I have
What possible explanations can they give for the irregularity of these verbs? Why haven’t we ‘regularised’ (!) them?
Objectives
Outcomes
To explore and understand how narratives are structured and to explore the impact of two language devices.
PPT resource 8
All pupils will: understand the four aspects of the narrative framework and will understand how exaggeration and repetition can be used for effect.
Most pupils will: see how the structure of a text can have a powerful influence on the effectiveness of the story.
Some pupils will: understand how to use all these techniques effectively to create a sophisticated narrative, without further study.Lesson Development
Starter
Display four stages of narrative framework (PPT resource lesson 8).
Pupils should read them and copy them into their books into the correct order.
Main
Re-read the Angela’s Ashes extract to the students. Pupils should write down key words and phrases from the text that under the narrative framework headings:
Orientation – where Frank is, who is there, when it is taking place
Complication – the event that occurs to complicate matters and cause a disruption Conflict – how and between whom the difficulties arise
Resolution – what is the outcome? How does the conflict end.
What would be the effect of telling the story in a different order? Could it / would it work?
Split class into pairs – As and Bs. As need to find a quotation showing the use of exaggeration; Bs need to find a quotation showing the use of repetition.
Pairs swap quotations and record examples of both in their books.
Using PEA, pupils should analyse the impact of BOTH techniques in the narrative.
Plenary
Take stock of the ALL the techniques used by the author to create an effective narrative.
Tell pupils there are 10 number of things to recall. Give them 90 seconds to write them down in silence. Do a ‘stand up’ count and ask them last man standing to recount the following techniques:
Accent, dialect words, dialect grammar, present tense, humour, exaggeration, repetition, lack of speech marks, first person narrative, narrative framework.
Fill in any gaps. Explain that this is our ‘toolkit’ for our own writing, which we are going to do next.
Homework:
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To know how to use evidence to make inference and to support an develop ideas about a text
All pupils will: understand how language choice can influence themes and ideas in a text and how word choice can be used to convey subtle ideas and messages
Most pupils will: understand a range of ideas about Frank’s life and will see the difference between child Frank and adult Frank’s ideas and feelings
Some pupils will: have a sensitive and sophisticated insight into Frank’s life and will be able to support their ideas through close and careful textual reference.Lesson Development
Starter
Distribute key words to groups / tables: Poverty
Religion Neglect Hunger Family
Groups should have 90-120 seconds to word associate (create a semantic field) for their key word. Feedback some of the words that have been generated by each group and record on board.
Main
Re-distribute the five key words around the table, so that each member of the group is working on one key word. They should re-read the Angela’s Ashes extract, looking for evidence of the theme / idea they have been given.
They should record as much evidence as they can in their books, relating to, eg Frank being poor or Frank coming from a religious background, or Frank’s family life.
Once they have collected evidence, individuals should reach a conclusion (inference) about first of all how CHILD Frank feels about this aspect of his life and then how adult Frank feels about this part of his childhood – does he accept it, hate it, think it was funny etc?
Groups should share their findings and determine what is are the differences between Adult and Child Frank. They should make detailed notes.
Plenary
Pupils should feedback to the whole class about their findings about Frank’s attitudes. Their comments MUST be rooted in evidence from the text.
Homework:
Using PEA, write an account of what we learn about Frank’s childhood.
Objectives
Outcomes
To know how to plan to adapt own
style to match an author’s purpose All pupils will: understand the significance of planning AND good writing combined Most pupils will: use their planning to influence their writing and structure
effectively
Some pupils will:use a range of techniques to produce the start of a secure piece of Level 6/7 writing.Lesson Development
Starter
http://www.youtube.com/watch?v=Yn1rqVdFU0I
Show the Kermit What Happens Next sketch and consider what’s gone wrong with Kermit’s plan!
Make a lighthearted but important point that planning doesn’t ALWAYS deliver the best piece of writing – the carrying out of the plan needs to work too.
Main
In groups pupils discuss all the things that could happen next to Frank.
Discuss these and feedback to class.
Pick ONE as an individual. Plan this using the narrative structure – orientation, complication, confrontation, resolution.
Write the orientation section, referring clearly to the techniques we’ve identified as important for this text type.
Swap, read and select the best
Plenary
Read out good examples, attempting to adopt an Irish accent.
Homework:
Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)
To develop writing skills in order to adapt style of writing to meet a specific audience and purpose
All pupils will: understand the importance of checking their work both as they write and after they have written
Most pupils will: have been able to use the checking procedure to improve their work and to manage their time effectively
Some pupils will: have re-drafted as they’ve worked and will have produced a sound piece of writing on first draft.Lesson Development
Starter
Share the checklist for the writing activity with students.
Discuss briefly and identify which are the techniques required for ALL writing; which are the
techniques required for THIS writing.
Explain that a good writer goes through this mental checklist during all stages of the writing
process – stopping to self-check at frequent intervals and to time-manage.
Main
Pupils draft their work for about 30 minutes, following the self-checking process outlined above.
Pupils glue in the checklist and self-check first, giving examples of the techniques they’re required to use.
Pupils pass their books to a peer to double check for them and to make any corrections.
Plenary
Brief discussion about what RULES we have broken in this writing.
Is this ok? When is it ok to break the rules?
Homework:
