Page 117 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
LESSON 33 (Reading 6) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness

WEEK: __ TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: persuasive
language; focusing on the results of action; words and
Education
phrases connected with shops

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Full Blast Plus 4 Activity C can be given for
Activate prior knowledge in this lesson by asking pupils what they think is the Student’s Book, homework if time does not
Reading 3.1 Reading 3.1.6 purpose of these different text types: advertisements, arguments, charity pp 44-45 allow doing it during class
Understand a Recognise with appeals. Collect response and conclude the discussion by explaining that they Teacher’s Book time. Alternatively fast
variety of texts by support typical are meant to influence people’s thinking and persuade them to change their pp 44-45 finishers can complete
using a range of features at word, belief or behaviour (making them buy goods). Activity C in class and the
appropriate sentence and text rest at home.
reading strategies levels of an Lesson delivery For additional
to construct increased range This lesson focuses on Activities A, B and D. See the Teacher’s Book for differentiation strategies,
meaning of genres detailed guidance. please refer to the
provided list of
Complementary Complementary For Activities A, B and D, give pupils the opportunity to check and discuss their differentiation strategies
Skill Skill answers in small groups before collecting responses. In order to meet the main and select appropriate
skill create a new stage after completing Activity B. Explain that writers use strategy /strategies based
Reading 3.1 Reading 3.1.3 certain features or techniques to influence and persuade readers such as the on the needs of the pupils.
Understand a Guess the use of rhetorical questions, facts and evidence, strong adjectives like ‘starving’.
variety of texts by meaning of Explain any difficult vocabulary and then ask pupils to skim read the text to find
using a range of unfamiliar words examples of these typical features. Collect responses asking pupils to give
appropriate from clues evidence or quotations from the text. To focus on the complementary skill, ask
reading strategies provided by other pupils to complete Activity D in pairs/small groups. Pupils can use dictionaries
to construct words and by to check their answers. When ready collect responses and explain answers if
meaning context on a wide necessary. Do not ask reading comprehension questions in the Teacher’s
range of familiar Book unless necessary and only do so at the end of the lesson. This is to help
topics pupils focus on overall understanding of a text and not worry too much about
the details.
Post-lesson
Then get pupils to discuss the questions in Activity E. Collect responses and
hold a class discussion.

Secondary Form 4 Scheme of Work 59