Page 100 - SoW Form 4

been a train driver? Volunteer uses imagination to give appropriate answers.
Ask for a new volunteer to take on the role of a passenger or eyewitness.

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
MAIN SKILL(S) FOCUS: Writing
THEME: People and Culture
LESSON 24 (Writing 4)
WEEK: __ TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Creativity and LANGUAGE/GRAMMAR FOCUS: narrative tenses /
Innovation language and expressions / linking words

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Full Blast Plus 4 Fast finishers can make a
Main Skill Main Skill Pre-lesson Student’s Book, start on their final versions of
Activate prior knowledge in this lesson by asking pupils for examples of pp 32-33 the writing. Alternatively, they
Writing 4.1 Writing 4.1.5 thriller stories they are familiar with and brainstorming the typical features Teacher’s Book, can write a selection of
Communicate Organise, sequence of the thriller genre. With talk partner(s) give pupils one minute to write pp 32-33 exciting, intriguing opening
intelligibly through and develop ideas words connected with the thriller genre. Collect responses (i.e. suspense, story lines that will make the
print and digital within a text of thrill, excitement, scare, danger, action, anticipation, anxiety, surprise). reader want to continue
media on familiar several paragraphs reading.
topics on familiar topics Lesson delivery
This lesson focuses on Activity D (B is optional; C was given as For additional differentiation
homework in previous lesson). See Teacher’s Book for detailed strategies, please refer to the
Complementary Complementary guidance. Skip Activity A. Allow pupils to check their answers to Activity C provided list of differentiation
Skill Skill (given as homework) in pairs before reading the text as a class with the strategies and select
correct linking words / phrases, nominating pupils to explain the correct appropriate strategy/
Reading 3.1 Reading 3.1.6 answer for statements 1-8. If you have time to complete Activity B (which strategies based on the
Understand a Recognise with can help further address the complementary skill), extend it by adding a needs of the pupils.
variety of texts by support typical stage where pupils find the elements of thriller in the story (vocabulary,
using a range of features at word, setting, atmosphere etc). For Activity D tell pupils they are going to write a
appropriate sentence and text story of 5 or more paragraphs. Before they start writing, ask pupils to
reading strategies levels of an write a plan of their story with a brief description of action / setting for
to construct increased range of each paragraph. Monitor as pupils write their plans and give help to those
meaning genres who find it hard to formulate ideas. When you have checked writing plans,
pupils can write their stories. Allow pupils to complete stories for
homework if there is not enough time in class.
Writing a plan for Activity D focuses on the main skill and Activity C and B
(optional with extension) address the complementary skill.

Secondary Form 4 Scheme of Work 50