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Gems Lesson Plan 2

This lesson plan focuses on developing students' skills in using cohesive devices such as adverbials, pronouns, and time connectives to structure fiction and non-fiction texts. The objectives are to identify these cohesive tools in model texts and use them effectively in their own writing to link ideas between and within paragraphs. Students will analyze examples, discuss their uses, and write a paragraph explaining shadows using these devices. The lesson aims to help all students progress in their writing abilities and attain high scores on assessments.

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116 views1 page

Gems Lesson Plan 2

This lesson plan focuses on developing students' skills in using cohesive devices such as adverbials, pronouns, and time connectives to structure fiction and non-fiction texts. The objectives are to identify these cohesive tools in model texts and use them effectively in their own writing to link ideas between and within paragraphs. Students will analyze examples, discuss their uses, and write a paragraph explaining shadows using these devices. The lesson aims to help all students progress in their writing abilities and attain high scores on assessments.

Uploaded by

api-323547128
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: 2

Date:

Focus: SPAG

Year: 6/3

Big ideas -develop skills which will

Objectives-AF4-use cohesion between and within

Resources:

Differentiation

enable students to use a wide range of paragraphs

Adverbials and connectives mat/sheet

All- identify and use fronted adverbials

language devices to structure a range

Thesaurus

Most use fronted adverbials and use pronouns to avoid repetition

of fiction and non-fiction text

Model text

Few use above cohesive tools and pronouns-that/these/those for

Communicate instructions/main ideas

Fronted adverbial worksheet

greater impact

derived from the text with relative

ACE-Reda/Kelan use pronouns in place of names to avoid

ease

repetition-identify pronouns , replace nouns with


pronouns(Reda and Ketan)

Assessment Criteria I can:

Real Life Application and Cross curricular Links

-I can present events in correct sequence using time connectives( L3 a/b/c)

Students are able to structure effectively sequenced thoughts and ideas, without repetition

-I can attempt fronted adverbial of time and place to begin my paragraph L 4b/c

Links to science students use their knowledge and understanding about shadows to explain the

-I can vary paragraph opening and sentence length, use adverbials affectively to express

concept

ideas and feelings L4a/5c


TEACHING

LEARNER ACTIONS

Share Learning Objectives

Opening Activity:

Activities

Project/write the WALT on board

Write near /after on the board

1.

Explain that the students will identify

Give students time to make fronted adverbials

the cohesive devices used by

On/near adverbial of place

2.

Identify

the cohesive tools used in the model text

Record the students identify the cohesive tools and sort

experienced writers to write interesting after/before-adverbial of time

them in a table adverbial of

and effective texts through use of

Ask students to form as many different adverbials

time/place/pronoun/conjunction/connectives

adverbials/pronouns and time

with the prepositions

connectives to sequences ideas and link

On the top of the tower/on the hill

3.

thoughts between and within paragraphs Near the park/near the forest

Share students share their researched answers in their


groups

Before sunrise/after dusk/dawn


4.

Main Part of lesson:


Project the slide - read it to the class and inform that the text contains

show the first text- with the help of students annotate the

audience
5.

Connectives Check response


Ask the students write their own paragraph about Shadows
Plenary:

Pilot's Licence 4.9

Feedback - peer feedback success points- have the


students used the cohesive tools as advised with accuracy

adverbial/pronoun/conjunction/time connective
Project another slide and ask students this time to list the adverbial/conjunction/pronoun/ and

students write their own paragraph in which

they explain what are shadows to an older or younger

effective tools which link ideas


Model the cohesive devices adverbials, pronouns and connectives

Individually

6.

Evaluate -students evaluate their own strengths and set


targets for progression

Evaluate students understanding of the cohesive tools and judge

their preparedness to apply it in writing


National Agenda: to deliver lessons which enable 100 % students to obtain above expected TIMMS/PISA Links to Learning: The outcome will ensure that
students are developing knowledge and skills through which they
scores in TIMSS and PISA in year 8. To aim for development of teaching practices to
will be able to achieve outstanding results, students should be
ensure progression and attainment as well as constantly achieve high standards of
able to respond and comment on writers use of language and
education
write effectively for purpose

Student Outcomes
All use time connectives to
sequence explanation of a
concept be able to use first / in
the end/ it/they in writing
Level 3a
Most will use adverbial of time
and conjunction(but/so) to
express their ideas
Level 4a/5c
Few will attempt to use present
perfect form/ adverbials of time
and pronouns-these/this with
confidence to complete their
paragraphs
Level 5c/5b

Ace- will complete the close


sentences with the help of given
word choices (Level 3 c/b)

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