What’s important - image
Think/ Pair/ Share
3 images to use (test)
Role play display - volunteers - builds confidence
Ceremony Script
Key words
Video
Gap fill with word bank
Challenge included
Answers available
Video
What gifts are needed notes
Rank them
Explain
Sentence starters
Draw it
title
sentence starter
Mindmap
Task - success criterion = 2 pieces of evidence per misconception
Differentiated tables - so students finish around same time/ have scaffolding
Special role - Student envoys - I use students of that religion because they can share their knowledge/ confirm other pupils answers correctly
Challenge included
Facts reading as a class
Reading of a real life person (news)
Task - Local, National, International - solutions
Adapt to YOUR school name and YOUR town. - highlighted in red on PPT - could include school logo too.
Golden rules - create alone/ or as class - religious studies is a sensitive topic as there is science and students of different religions so depending on your school and students - it could be worth mentioning/ creating some or serve as reminders.
Note: Catholic schools didn’t need any. Non-catholic schools, I used as a reminder with the behaviour policy as it is considered a serious misbehaviour if there is any discrimination (mixed student background). Usually it’s the wrong term used - so little reminders to use the word “different” rather than “weird” etc.
Retrieval MAIN
Finish previous if needed.
Intention
FLASH TECHNIQUE
students must be ready
show 1 second
discuss
now show 10 seconds
discuss
now show properly and discuss what it really is
technique gets their brain working
Black and white image only
Reading
Map
Video animation - work out why
Discuss
Reading
Storyboard
handout
gapfill story
word bank
Image with speech bubble
write what he would say
I left notes in the comments of PPT if needed.
Part 2:
Finish off if needed
Art analysis - new skills/ transferable skills
Role play learning
Students interview you (the assassin) - be prepared for questions
I included fact sheet for you in case you need some information
Note: students asked basic questions anyway (Year 8s mixed)
Learning English in real life scenarios. Adapted for in person teaching, online teaching, and telephone teaching. All worksheets, activities and powerpoints for each section are included and editable if needed. This book has been widely used for learning languages in schools.
Translated in Korean (which you can remove or adjust to another language)
For example, teaching Italian with English translations.
The translations are for students to be able to self-study and understand, with or without the help of their parents or teachers. It allows them independence if you decide that yo want them to do the work beforehand, or with you, or as homework. The page numbers make it easily referenced especially when you are teaching remotely. I usually changed 10. into competitive learning games as they were more interested.
Day/ Chapter……………………Page
Flight……………………….……….4
Post office………………………15
Cinema……………………………25
Restaurant………………………33
Shopping…………………………41
Hospital………………………….53
Guess who………………….….64
Crime………………………………72
Review…………………………….78
Free talk…………………….….79
A full 1 hour lesson. Lesson plan refers to 50 minutes but it is easily 1 hour or more depending on how much time you want to provide. I included this because you can understand each part. All sensitive information is removed. I have also included a section for a Plan B, in case the class does not go to plan.
A brief starter about each season to assess their prior knowledge and the importance of knowing this information. E.g. Would you wear a warm coat in the summer?
A merry-go-round activity with stations. This saves lots on resources as you only need 6 sheets.
Depending on the level of your class, you can remove more information, and remove the bold font as hints. Depending on your student’s knowledge, you may want to explain some things first or change some information. For example, food chains/ webs.
Recap of skills.
An exciting story to follow (promotes literacy).
Adaptable between year 7 to older by changing the story words.
Map is adaptable to change to your town/ school if you wanted.
TEA answer with gapfill to scaffold.
Concept used over a small scale.
Also available as a large scale (assuming it is a practice) to show Ebola as a real life case study.
All adaptable.
Climate graph recap
Map recap using TEA (gapfill, images and prompts)
Pairwork
Literacy task
Optional background information
Optional adjustable information for lower ability (information as hidden slides)
Silent work
Students teach each other
Comprehension
Well controlled activity
Support low ability (with more time/ prompts)
Gap fill
Worksheets
Challenge (can adapt to involve GCSE geography answers instead)
Fun and supportive class activity
Quick plenary to assess all
Height on maps
Gapfill and word banks
Spot height
Layer colouring
Contour lines
Explanation through colour coding, animations and different perspectives
Example drawing
2 minute video summarising
Option to draw contour lines on landscapes
Short tasks
Worksheet applying map skills onto OS map
All answers pop up
Includes higher thinking skills for those who need challenges
Gapfill plenary
Helpsheet available for low ability
Arrived at Manaus (chapter 3 onwards)
Adaptations based on the story.
Literacy based.
Science included.
Worksheet available.
Homework included (unless you want to do in class. It is also differentiated if needed).
Tropical Rainforest Information
4 tasks
Team work option (if students are good)
Pair work option (if you need more control)
Homework available if 4th task is too much.
Homework available if all tasks finished.
View different biomes
Guess the word starter (4 pictures 1 word)
Definitions
General climate
Video
Word bank
Definitions of words on board
Address misconceptions
All answers fade in
Task to find locations
TEA describe their locations
Challenges included
SEN worksheet
3 hour lesson
Exam question included (9 marks)
Structures and example answers to scaffold
Level examples (aiming high)
Examples of case studies
1 main case study worksheet
Class feedback for self-marking and improving
Challenges included
Easily amendable
Answers included
Animals in the Savanna - Lion King Remake of animals - Students well engaged and excited
Learning objectives - command words - meanings
Map of Savanna (students to add to their maps from previous lesson - Physical Geography of Africa). If you don’t have this, the maps (6 to a page) are also included if you wish to make this into an activity to shade in the biome and label the latitudes.
Video about the Savanna - Notes about the biome
Animal adaptation - I do (Lion), We do (Elephant), You do (Giraffe and Warthog). Challenges included.
All students are able to complete giraffe, lower ability may struggle with warthog so I had them think more about the giraffe. Remind them of Pumba from Lion King.
Answers on board - Students to add 3 more to their animals. Handouts available for students who can’t read, lower ability/ SEND to assist them. My students did not stick them in, they used it as help.
YOU ARE A GEOGRAPHER (Science advanced and you create your own animal!)
Choose 3 characteristics (timer them). Explain why those three and how they adapt to the Savanna.
Criteria and levels (on the board I have 5 and 6). On paper (handouts or printouts or you can adapt depending on your class/ student) I have level 3-7 success criteria.
Key words on the board, connectives on the board, challenges on the board, examples (sentences and images) on the board.
Sentence builders (shared between students) allows every student able to complete the task. Higher abilities will not use it but have it as a reference.
Students will be working at different paces due to ability. My higher ability asked to do more characteristics but only because they completed it. My lower ability/ SEND I expected at least 3 sentences (this is because this is in their assessment so they need to have this). Students who finished are able to sketch their animal. Higher rewards given as motivation.
Peer assessing. Students peer assess the presenter (visualiser if you have). We used fingers due to time, but if you have longer lessons or extend another class they can use the peer assessment handouts where students assess themselves, and then peer assess. They can then improve upon feedback.
Many students loved the task, wanted to share and spend their 15 minutes break continuing.
Engaging and exploring lesson through reading.
If you don’t have the book, you can print out the pages (included)
1.To describe why Africa is both cursed and blessed by geography.
2. To identify key challenges that Africa faces.
3. To develop a creative piece of work about Africa.
• Starter: 5 facts – 2 minutes
• Date and title
• Learning intentions
• Read the book 5 minutes and 2 min discussion task
• Comprehension questions (10minutes) – challenges included.
• Peer assessment
• Raise of hands to check their knowledge
• Design a poster
• Plenary: share your work
Support: Examples, Colour coded, Answers on board, Word bank, Images, Gapfill for lower ability/ SEND