Page 169 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
LESSON 60 (Writing 9) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture

WEEK: __ TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing
Sustainability
feelings; expressive language, exclamation marks
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 Any unfinished recounts
Main Skill Main Skill Activate prior knowledge of telling recounts by playing a story-telling game. Student’s Book, can be completed for
For example: Divide class into small groups. Give each pupil a piece of paper p73 homework
Writing 4.1 Writing 4.1.2 with something written on it, i.e. a phrase, an object, adjective of mood. Put Teacher’s Book,
Communicate Explain causes and the opening line of a story on the board, i.e. ‘Last Saturday Adam was at the p73 Support can be given to
intelligibly through consequences of shopping centre when…’ Tell pupils they have to take it in turn to continue less proficient pupils
print and digital the story but during their turn they need to include the word/phrase written on depending on their needs,
media on familiar i) actions their paper without the rest of the group guessing what is written on their such as by helping them
topics ii) events or paper. When they have managed to slip their word or phrase into the story produce an appropriate plan
iii) simple processes without anyone in the class noticing they can say ‘next’ for another member for their own account. Help
in the group to continue. them to come up with some
Complementary Complementary direct speech, questions,
Skill Skill Lesson delivery exclamation marks adverbs
This lesson focuses on Activities A and D. See the Teacher’s Book for etc. as listed in the TIP.
Reading 3.1 Reading 3.1.5 detailed guidance. Activity A focuses on developing the complementary skill Allow pupils if necessary to
Understand a Recognise with little for this lesson. write a one-paragraph
variety of texts by or no support the recount.
using a range of attitude or opinion In order to fully meet the main skill, ask pupils to read the text again and then
appropriate of the writer in write three sentences explaining the cause of an action or event (i.e. The For additional differentiation
reading strategies extended texts on a writer got up early in order to save a sun lounger) and three sentences strategies, please refer to
to construct wide range of explaining the consequence of an action or event (i.e. the towel had fallen on the provided list of
meaning familiar topics the floor so it was filthy) In Activity D tell pupils that in their recounts they differentiation strategies
must explain why the funny / embarrassing / scary / annoying situation came and select appropriate
about (i.e. the cause) and what happened because of the situation (i.e. the strategy /strategies based
consequences). on the needs of the pupils.

Post-lesson
Choose some of the more successful / descriptive recounts. Ask pupils to
read out their recounts to the class. Tell the rest of the class to listen carefully .
as you are going to ask questions at the end. At the end of each recount
chose one pupil and ask what was the cause of this situation? Chose another
pupil and ask them to summarise the consequence of the situation.

Secondary Form 4 Scheme of Work 85