Year 10 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 In previous No Pens Day Wednesday events, plans were available for year 7 across all subject areas and a number of plans were also available for year 9. This was not to limit No Pens Day Wednesday to these years only, but to provide examples for teachers to use and adapt for different year groups. For 2014 we’re providing some plans specifically for each year group at secondary age. As all schools will be covering different topics and have different ways of planning, 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.

Lesson plans for years 8, 10 and 11 are all new, and all plans that are new for 2014 are marked like this- *new for 2014*. Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students they 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.

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 new SEND Code of Practice, which comes 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 10 lesson plans English- *New for 2014*

Class: Teacher: Date: Lesson: English- Most deserving...

Lesson objectives: Know how to select relevant information. Construct a reasoned argument.

Speaking and listening objectives: Use persuasive language. Group discussion skills – listening and responding.

Activity Last man standing - debating activity to decide who will receive the last dose of a life preserving treatment.

Differentiation:

Resource: Scenario template-

here Character cue

cards- see belowStarter: Think – pair – share:

When did you last have an argument with someone trying to change their mind? Who were you trying to persuade? Who won?!

Review key points for making a persuasive argument; consider all points; justify point of view; consider what the counter-argument would be.

Give prompts where needed – e.g. something you wanted to persuade your parents to let you buy/do.

Vocabulary: Argue, persuade, justify, priority, on the other hand, benefit, contribution

Main: Introduce the scenario (PowerPoint). The community is threatened by a life-threatening illness. Supplies of a life-preserving vaccine have run out – only one final dose remains at the hospital. Of the patients in the queue, who is most deserving of the treatment?

Group Activity: Students work in groups of 6 to rank the ‘patients’ according to who should most

deserve the vaccine (5 minutes).

Then each student in the groups is assigned one character, and must present their case for receiving the vaccine within the group (30 minutes).

Students then vote in their groups for the most deserving case.

Picture cues contained in scenario template PowerPoint.

Check students understanding of the roles of the characters – e.g. do all students understand what a businessman or farmer might do, and the role they have to play in a community?

Pair weaker readers with peers to read ‘character’ cards.

Provide written cues / sentence starters and templates to structure points.

Scenario template- here

Argument template- see below

Character cue cards- see below

Plenary:The ‘survivor’ from each group feeds back, justifying their case.

Assessment for learning: Where the same ‘survivor’ is identified in more than one group, are the arguments the same or different?

What was the single most persuasive point? Why?

Argument template

My contribution is important because …… I need to survive because …….

My skills are …………… My job is vital because ………..

My survival is important to other people because……………..

As a …….. I can help in this crisis by…………….

As a ……… I will be needed after the crisis because ……………..

As a ……… I support the community by…………..

I think………………..on the other hand……….

Cue cards

Businessman cue

How could a businessman help with the vaccine supply?

Doctor cue

What skills might a doctor have?

Government minister cue

What powers would a minister have?

Farmer cue

What do we rely on farmers for?

Research scientist cue

What special skills might a scientist have in this crisis?

Journalist cue

What part would a journalist play in this crisis?

Maths- *New for 2014*

Class: Teacher: Date: Lesson: Maths- Practising functional skills

Lesson objectives: To practise working through problems to demonstrate functional skills. To identify the steps needed to work through the problem. To identify the working that would need to be shown.

Speaking and listening objectives: Identify relevant information. Explain calculation strategies. Talk about methods.

Activity Pair and group work to work through the sequence of steps in problem solving.

Differentiation Resource

Starter: Give me 2, give me 3The teacher gives the answer and students give the problem. For ‘Give me 2’ the problem must have 2 numbers (e.g. answer is 16, problem is 24 – 8); for ‘Give me 3’ the problem must have 3 numbers (e.g. the answer is 16, problem is 20 – 6 + 2).Vocabulary: Problem, identify, relevant, key words, calculate

Work through a sample problem highlighting the vocabulary as you go.

Main:

Group Activity: Work in pairs on one problem each from the first section of the Functional skills booklet - by

way of a teaching activity

Still working in the same pairs, work on one problem each from the second section of the booklet (without cues).

Pairs join together and form groups of 6, assign them a task from part 2.

Re-work the problem, each member of the group has to memorise a step in the calculation as a way of ‘recording’ the working.

Allocate tasks according to student needs.

Pair students who find reading more difficult with those who are strong readers. Group students according to need

Provide calculators

Functional skills booklet – hereOriginal materials at http://www.tes.co.uk/teaching-resource/GCSE-Functional-Maths-Question-booklet-6167764/

Plenary:Each group ‘presents’ their problem with each group member speaking the working – e.g.Student 1 - ‘I found the key information – it was x and y’; Student 2 – ‘I used x and y to calculate …………’Etc.

Assessment for learning: Can I:

Understand the question? Find the relevant information? Identify the sequence of steps in a task? Report my findings?

Science- *New for 2014*

Class: Teacher: Date: Lesson: Science – energy and energy sources revision

Lesson objectives: Revision of a unit on energy and energy sources.

Speaking and listening objectives: Understanding and use of subject specific terms. Understanding of subject specific concepts. Asking questions. Using understanding of categories. Constructing formulated sentences from key

words. Activity Top and tails activity – matching statements and facts. Verbal rehearsal of vocabulary and facts.

Differentiation Resource

Starter: Vocabulary scramble

Students guess the vocabulary word from the scrambled letters. Recap definitions of vocabulary as they are deciphered. Ask students to put the deciphered word into a sentence or phrase. Give context cues if needed.

Context cues Recap definitions

PowerPoint – here

Vocabulary: Watt, volt, energy, convection, kinetic, joules, thermal, geothermal

Main: Revision tasks

Activity 1:Top and Tails – Students are given half a sentence or statement about the topic (see pack).They have to find the partner with the corresponding part of the sentence by talking to each other and asking questions.

Give more sentences to more confident students.

Once paired up, students have to organise themselves into a ‘definitions group and a ‘facts’ group

Activity 2:Energy mix up-

Give each student a statement, 30 statements are provided depending on the size of the class. Statements should be given out in order from the top of the list and any spares put aside.

Play a game like Fruit Salad – ‘change places if you statement is about – an energy source, an energy type, an energy unit, etc.

Activity 3:Repetition, repetition –

Use the same statements from the previous activity, and number the class round from 1 to……..

Pick a random number within the range of the numbers given to the students http://www.mathgoodies.com/calculators/random_no_custom.html

The student with that number reads their statement, then the number on their statement. The student with that number repeats the fact just heard, reads their own fact and says the number on their card.

Each student therefore remembers a statement and reads a statement. Carry on until all the students have had a turn.

Challenge students to recall what statement or fact student x or y had.

This activity could be done in pairs if students need support.

Some students may benefit from some visual cues or symbols being added to the cards.

Some statements may be easier to read or understand than others so you may wish to allocate these accordingly.

Top and Tails cards- here

Energy statement cards- here

Plenary:Heads Together –Groups of 4, number each student from one to four. Ask questions related to the lesson – the groups discuss the answer but ANYONE must be able to respondCall a number between 1 -4. If you call 2, then all the number 2’s must put their hand up to answer; choose one student to answer the question. Ask all the other 2’s if they agree. And so on.Make the questions increasingly challenging!

Assessment for learning: I know key vocabulary I know key facts I can demonstrate understanding I know what learning I need to revisit.

Geography- *New for 2014*

Class: Teacher: Date: Lesson: Geography- water poverty

Lesson objectives: Introduce water poverty as a concept. Understand some of the impact of water poverty. Be able to consider the merits and drawbacks of some solutions.

Speaking and listening objectives: Understanding of cause and effect in water

poverty. Analyse information to identify advantages/

disadvantages. Make judgements.

Activity: A role play activity (based on materials from CAFOD ‘Life without Taps’)Class discussionDiamond ranking

Differentiation Resource

Starter: In 5 words

Number students then pair up in odd/even pair. Students say 5 things they know about water to a partner, then ‘odd’ partners find a new

‘even’ partner and repeat.

Give cues if required – e.g. uses, sources, water cycle, world supply, pollution.

Vocabulary: Water, poverty, source, well, reservoir, supply, cash crop, survival, consequence, impact

Use Round Robin to recap on vocabulary – encourage students to explain the meaning in their own words.

Main: Role play activity based on original ideas from CAFOD at www.bridgesglobal.org.uk and www.cafod.org.uk – ‘Life without taps’.

Introduction: Use PowerPoint (see resources) to introduce essential information and scenario – key points.

Introduce role play scenario.

Group Activity: 10 minutes Role play – water collectionStudents work in teams or ‘families’ of 5 or 6. Number ‘family’ members from 1 -5 / 6 (for next rainbow task). All the ‘family’ groups have a table at one side of the class and the teacher or Leader has a table at the other end. Make a double line of chairs from one side of the room to the other with a gap between to walk down (the ‘river’). Each ‘family’ has their activity pack (see resources) and the Leader has a Leader activity pack (see resources).

See below for full details of the role play activity.

Rainbow activity – Mixed ‘family’ group discussion:Students re-group – all 1s together, all 2s together, etc.

Ask students - What did this activity teach you?Lead questions – from PowerPoint slide 8

Diamond ranking taskIn same group –

Students rank the solutions statements according to ‘most effective’ – highest at top, lowest at bottom of diamond. Key question – would your ranking change if the question was ‘what is the most realistic solution?’, ‘the cheapest solution?’

It may be useful to allocate specific roles within the family

Instructions could be supported by pictures or symbols

Introduction PowerPoint – Access to water- here

Role play resources - Family group activity pack (one pack per group)- here

Scissors

Leader activity pack - here Matchsticks Sandtimer or

stopwatch

Diamond ranking cards – 1 x set per group-

here

Plenary: Round Robin

One thing I learned One thing to investigate next time

Assessment for learning: I can identify some key issues about water supply and access in some Middle Economic Developing Countries I can make judgements about some solutions What questions do I still have about water poverty?

Role play activity – 10 minutes

The village pump has broken down so each family must fetch water from a river 3km away.

Remind students of a place about 3km from school to give them an idea of the distance.

Not everyone in underdeveloped countries has to fetch water this way, but water supply and poverty is a significant issue for many people worldwide.

The students are going to collect 7 basic uses of water that each family requires daily.

Check students understanding of terms/ vocabulary – e.g. cash crop.

The task: To fetch the water each family must carefully cut out bucket shapes and take one completed bucket at a time to the ‘water

supply – the table at the opposite side of the room.

They must walk along the ‘river’ – the track between the chairs - whilst also making sure that they do not jostle or push other families collecting water.

For supplies that need more than one bucket (water for cash crops and food crops) the Leader (your teacher) will keep a tally on the supply card with matchsticks.

Any carelessly cut buckets will be rejected as not fit to hold water.

The Leader may give you a chance card – you must follow the directions on the chance card.

Only one family member can fetch the water at one time.

Can you collect enough water for your family to survive and grow your food crops?

The Leader (teacher) Give the supplies in exchange for water.

Give out chance cards – random – and use the sand timer to monitor forfeits on the chance cards.

Keep a tally with matchsticks on the supply cards where more than one bucket is required.

English or humanities- *New for 2014*

Class: Teacher: Date: Lesson: English or Humanities- teaching or revision of subject specific spelling

Lesson objectives: Learn to spell key subject specific words with accuracy.

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 the students understanding of the vocabulary (Syllable, initial, sound, final, consonant, vowel, phoneme)

Circle activity – high frequency word Spelling RelayStudents sit in a circle– teacher names high frequency word 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 know how many letters you are looking for in a word as this may also help.

High frequency word list - use the students knowledge to make the list. The list needs to include subject specific words known by ‘’all’, ‘most’, and ‘some’.

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

Round Robin – check the students understanding of 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; remind the students that their examination mark will be affected in English and Humanities by poor spelling.

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, put in a sentence or phrase Shuffle the cue cards and ‘deal’ to random students in the circle. Give the subject specific spelling word and then ask each student in turn to give a tag for the word according to the card they received., then spell the word out loud.

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 9 Lives (a version of Hangman with letter cards) 20 questions Build cards Climb the ladder 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 – see below for prompt cards

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

Instructions for activities here

Ladder template and clothes pegs for Climb the Ladder – see below

Pack of alphabet cards for 9 Lives, cat cards and a small bag. Your letter pack will need more than one of each letter (allow extra vowels and for frequent consonants)

Letter cards sets x 2 - made of all the letters in the words on your word list

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 accurately?

Memory tag prompts -

Begins with…………….. Ends with……….

Number of syllables ……… Rhymes with……..

Word type (verb, noun)…………… Category (e.g feature in geography)

In a sentence or phrase…………… Means………….

Taken from http://www.clker.com/clipart-red-ladder.html