Year 9 Lesson Plans

IntroductionNo Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

Lesson plans The lesson plans provide an example for schools to adapt and build on, though they can be used as they are if this fits in with your planning.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students they work with.

Lesson plans aim to follow good practice principles; e.g. they

Identify explicit learning objectives. Support use of questioning, using Blooms taxonomy, to support learning. Include plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, which is listed in the vocabulary section of the lesson plan. Vocabulary is key for all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the secondary years. Many lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering spoken language objectives as part of every lesson remains the same. Therefore, we have continued to include the older plans, and if you wish, you can adapt the spoken language objectives to best suit the needs of your lesson and pupils.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children and young people who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Year 9 lesson plans - Maths

Class: Teacher: Date: Lesson: Algebra – problem solving revision

Lesson objectives: To revise simple algebra in a problem solving context. To identify and sequence key steps in problem solving.

Speaking and listening objectives: Explore concepts Identify relevant information Explain reasoning with clarity Rehearse ideas

Activity Differentiation Resource

Starter: (students work in groups of 3 or 4, depending on class size) Make 100 – see http://www.washmath.org/files/GamesAndActivities.pdf for further ideas Give each group a set of function cards and deal 5 cards to each group. Using the cards dealt, the students must work co-operatively in their group to use the digit cards and function cards to make a number as close to 100 as possible.

As soon as a group has made their number, record it on an iPad/digital camera and deal 5 new cards.

Number students 1 – 3 or 4 in their groups. At the end of round 1 all the number 1’s move on, then number 2’s start and they move on etc.

Playing cards, face cards removed, plus function cards =,-,x, +, ÷ (one set per group, can be written on blank playing cards)

Vocabulary: Perimeter, angle, expression, value, equal, sum, equilateral, quadrilateral

Round Robin to revise terms.

Reference students to any vocabulary displays in the classroom that support the target vocabulary.

Main:

Group Activity: Algebra problem solving(Groups of /4) Each group is given an individual problem from the resource (section 2 for differentiated task)The groups must work together to:

a) Sort out the muddled up hints into the correct order (easier task) or b) Work out the sequence of steps needed to solve the problem

2 groups then join to explain to each other how they have solved their problem, and why they identified / carried out the steps they did (joining groups need not be working on the same section).

Encourage students to question each other if the explanations are not clear.

Split the groups back into the groups they started in and give them another problem to work through.Join the students with a different group again to share their explanations.

Repeat

Use section 3 as the main resource, and section 2 as the differentiated level for identified groups (according to ability and confidence).

Section 2 and 3 Problem solving cards available- here:https://www.thecommunicationtrust.org.uk/media/258124/yr_9_maths_algebra_-_problem_solving_cards_-_1.pdf

(if link does not work, please copy and paste into internet explorer or another browser)

- each page printed individually

Plenary:As a class: Re-cap on selected problems – use lolly sticks or other random name selector to select students to identify the ‘first’, ‘next’, ‘then’ steps in solving the problems, using the knowledge they had gained during the lesson.

Allow a ‘pass’ or ‘phone a friend’

Lolly sticks or random name selector

http://www.classtools.net/education-games-php/fruit_machine

Assessment for learning: Use self-assessment ‘traffic lights’ (red – I still find this hard, amber – ‘I’m getting there’, green – ‘got it’).

I can identify the relevant information in a word problem I can identify the first step and next steps I can solve word problems using algebra

English

Class: Teacher: Date: Lesson: English- to kill a mockingbird

Lesson objectives: - To know key characters and their roles- To link characters and events to key quotations- To know the timeline

Speaking and listening objectives:Contribute to discussions in different ways such as promoting, opposing, exploring and questioning.

Activity Differentiation Resource

Starter: True / quiz false – Use PowerPoint - original material (see resources). Choose one student for the first question; once they have answered the question nominate another student to answer the next question.

True / false quiz- here:https://www.thecommunicationtrust.org.uk/media/256793/yr_9_to_kill__a_mockingbird-true_or_false_starter_activity.ppt

See original material at - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=3008475

Vocabulary: Main character names, racism, Maycomb

Review character names

Main: Divide students into a number of teams, work around a carousel of activities:

- Character names- Linking objects and event- Quotations- Timeline- Character hot seat

Group Activity:Divide the students into 5 groups. Emphasise to the groups that they need to talk to each other and ‘think aloud’ to complete the tasks quickly. Give each member of the group a number (for plenary). Tell the students that a secret code will identify the spokesperson at the end of the lesson for the plenary – so any student may be asked to talk about the activities and what they found out. Each team begins with a different activity.

Use picture prompts provided

Mixed ability grouping

Allow one prompt or cues for each of the activities 1 – 4 (cards are exchanged for a clue from the teacher)

Activity resources - Character names-

here:https://www.thecommunicationtrust.org.uk/media/256796/yr_9_to_kill_a_mockingbird_-_activity_1_characters.doc

- Linking objects and event- here:

- https:// www.thecommunic

- Task 1 – group cooperates to sort question / answer cards as quickly as possible- Task 2 - group cooperates to sort picture / who / why cards as quickly as possible- Task 3 - group cooperates to sort quotations / character cards as quickly as possible- Task 4 - group cooperates to sort timeline as quickly as possible- Task 5 - group cooperates to create a verbal character profile for the characters

Allow 4 - 5 minutes for each activity (depending on lesson length), then ring a bell or give some type of signal to move on. Students should reshuffle their game cards before moving on, ready for the next group.

ationtrust.org.uk/media/256799/yr_9_to_kill_a_mockingbird_-_activity_2_-_objects.doc

- Quotations- here:https://www.thecommunicationtrust.org.uk/media/256802/yr_9_to_kill_a_mockingbird_-_activity_3_-_who_is_it.doc

- Timeline- herehttps://www.thecommunicationtrust.org.uk/media/256808/yr_9_to_kill_a_mockingbird_-_activity_4_-_timeline.doc

- Character hot seat- https://www.thecommunicationtrust.org.uk/media/256811/yr_9_to_kill_a_mockingbird_-_activity_5_-_hotseat.doc

‘Give us a clue card’ x 4 for each team- here:https://www.thecommunicationtrust.org.uk/media/256814/year_9_give_us_a_clue_cards.doc

Plenary:Choose 2 numbers between 1 -5; first number is the group to feedback on activity; second number will be the nominated spokesperson. Choose 2 more numbers; repeat till each group has fed back on the activity they ended on. Assessment for learning:

- Do I know the main characters and their roles?- Do I know the main events?- Do I know some key quotations from the novel and can I explain their importance?

Science (Chemistry) Year/Class: 9 Teacher: Date: Scheme of Work: Atoms and electricity

Lesson Topic: Introduction to conductivity, voltage and current Learning objectives: To know what conductivity is To understand how electrons affect

conductivity To know what voltage and current are

Speaking and listening objective:Explain the a sequence of events in a simple but accurate way, using appropriate terminology

Key Questions / Concepts: What does conductivity measure? What happens when electricity passes

through a material? How does atomic structure alter

conductivity?

Resources: Several sets of dominoes Circuit game templates from http://www.tes.co.uk/teaching-resource/Electricity-game-3001290/event/22/ Additional teacher information at http://seaperch.mit.edu/science_electricity.php

ActivitiesStarter:Dominoes demonstration Line up the dominoes closely (standing on end). Apply force (‘current’) to the outside domino – the dominoes (electrons) should not fall over! Now re-

position the dominoes with spaces between and repeat the exercise – this time the dominoes should tumble in sequence Teacher describes how the initial force is the ‘current’ and the dominoes represent the electrons in a material Students discuss which demonstration represents the best electrical conductor and why, and describe what is happening What would happen if the dominoes were placed on an uphill slope? (‘resistance’) Teacher recap and reinforce concepts

Vocabulary: atom, electron, conductivity, voltage, current, resistance, parallel circuit Teach vocabulary using strategies and materials from the activity templates available to download at the No Pens Day Wednesday materials pageMain:Practical Divide students into numbered mixed ability groups, each with a set of dominoesEach group is tasked to create their own presentation using the dominoes to teach the concept of conductivity, current and voltage to a younger group of students; suggest they can re-produce and ‘talk to’ the dominoes demonstration, use role play or physical theatre, make a picture PowerPoint as a prompt for talk – or any other method they wish

Differentiation: students supported in mixed ability grouping

Extension task:Can students demonstrate the effect of higher/lower voltage?Can the students introduce a switch or resistance into their domino circuit?Try physical theatre instead of the dominoes

Feedback to whole class group Use random number generator (http://www.mathgoodies.com/calculators/random_no_custom.html) to select group to show their presentation

Plenary/assessment for learning: Re-make groups Each group completes circuit game cards http://www.tes.co.uk/teaching-resource/Electricity-game-3001290/event/22/

How confident am I in understanding the concepts of conductivity, current, resistance – thumbs up/down/neutral?Which group’s ‘lesson’ was most meaningful for me? Why?Differentiation / Strategies: Mixed ability grouping to support Visual and simple definition of keywords clearly displayed Whole class ‘think time’ before answering questions Use any additional adults to encourage all students to participate in group Reduce number of game cards in circuit game for target students

No Pens HomeworkAt home with an adult, describe the domino experiment and how this is like electrical current. Describe the terms 'conductivity', 'current' and 'resistance' - did the adult know what these words meant and did they understand your explanation?

Resources:

Additional teacher information from http://seaperch.mit.edu/science_electricity.php

Science Concepts - Electricity OverviewElectricity is all about moving really tiny stuff, really fast. It is contained in almost everything around you all the time. Your computer, lights, telephone, and even your own cells, are all charged with electricity at this very moment. Excited about this? Don't get too amped up just yet, there is a lot to know about this stuff, and it keeps getting more interesting as you go.

The Atom

An Atom

The atom is the building block of the universe. Everything is made of them, everything uses them, and everything would disappear without them. So what is an atom made of? Electrons, protons, and neutrons, really tiny stuff, connected together with magnetism and electric fields, in a volume of space. But before this turns into a description of matter, lets stop and focus on the relevant parts of atoms to electricity. If you want more info on atoms and sub atomic particles, check out Wikipedia - "atom". The component we are interested in is the electron, the charged particle that helps define the material the atom is going to make.

Depending on how many electrons there are in an atom, how densely packed they are, and how free they are to move around, an atom and the material it makes can be hard or soft, flexible or rigid, and conductive or nonconductive (conductivity is the measure of whether or not electricity will travel through the material). Since we are interested in electricity, not material properties, we will look at what makes a material more conductive at the atomic level.

ConductivityConductivity is the measure of how easily electricity moves through a material. Materials like copper, gold, and iron are easy to pass electricity through, while materials like wood, glass, and plastic are not. Why is this? It is all about freedom of movement of electrons. From the human perspective, a grey piece of plastic is not all that different form a piece of aluminum. Both are hard, can be dented, can bend a little then break, can be shiny or not, and can come in any shape or size. So why is it that the aluminum is a good conductor, but the plastic is not? You have to look at it from an atomic level to understand this.

You can see from the image that electrons in the atomic view of the plastic are stuck in place and have no ability to move around, and the electrons of the metal can move around freely. This is the fundamental difference between something that will carry electricity, and something that wont. It works a lot like dominoes. If you line up 1000 dominoes on end back to back with no space in between (analogous to the plastic) and tap the first domino in line, what will happen? Nothing. The dominoes are not free to move and they just stand there as though nothing happened. Now if you were to line them up again on end, but leave an inch or so between each domino (analogous to the aluminum) and then tap them again, would they just stand there? No, they would obviously fall down, one after another, until the last domino has fallen over at the end of the line.This is exactly how electricity works, and understanding this will make understanding the rest of the topic much easier. Electricity happens when a force moves the first electron on a surface where electrons are free to move, and this moving electron bumps into the next electron, and so on until the last free electron moves, and since the electrons can't fall over, they are instantly ready to repeat this process. If the last electron happens to come in contact with the initial pushing force, the cycle continues until there is no energy left.

Voltage, Current, and Table Top GamesCurrent and voltage are the primary descriptors of an electric circuit, but what exactly are they? Voltage is similar to a pump; it creates an electrical "pressure" that can apply a force on electrons. In the domino example, voltage is the initial force that pushes the first domino over, starting the chain reaction. Imagine if the domino chain were to have one part that went up a hill. As each domino falls over going up the hill, they will slow down since it takes extra work to go up hill (just like a car will slow down when coasting up a hill). If the hill is large, or the speed and force of the domino is low, there may not be enough power to push all of the dominoes over, and you will have to exert another force at the place they stopped falling over, or try again and make the initial force stronger. This is just like voltage. If you are simply trying to send electricity from one side of a battery to the other, there will always be enough energy regardless of the voltage to do this. However, if you put a hill (a power consuming device such as a light) in the path of electricity, you will need to have a strong enough initial push to ensure that the energy can make it up the hill. The other aspect of dominoes you can observe and control is how many dominoes fall over in a given amount of time. If you have one column of dominoes, no matter how hard you push the initial domino, they will fall over at about the same rate as a result of how gravity works. If you want more to fall over in the same amount of time, you will need to have additional parallel columns of dominoes. This is analogous to current. Current is a measure of how many electrons pass through cross section of a material in a second, where one amp is equal to 6.24x1018 (624 followed by sixteen zeros) electrons per second. That's a lot of electrons.

Electricity game resources – from http://www.tes.co.uk/teaching-resource/Electricity-game-3001290/event/22/

Electricity Game Instructions:

You need:

2-5 players 1 Electricity game card 1 set of Question Cards ‘Electron’ counters Energy units

Objective:

The winner is the person who has the most energy units when the game is stopped.

The Game:

The board represents an electric circuit and each player is an electron travelling around the circuit.

Throw the dice to see who goes first, the person with the highest score wins.

If you land on a junction you throw again and follow the given direction.

If you land on a component you must put the required number of energy units into the bank.

If you land on a ‘Question!!’ square the person next to you picks up a ‘Question Card’ and reads the question to you. If you get the question right you win 5 energy units, if you get the question wrong you have to put 5 energy units into the bank.

You continue playing around the board, following the direction of the arrows until you are told to stop or until you run out of energy units.

Art

Year/Class: 9Teacher: Date: Scheme of work: Urban art Lesson Topic: Graffiti

Learning objectives: To have an introduction to the origins of urban art and graffiti To describe one piece of work by a graffiti artist and to give own opinion about it

Speaking and listening objective:To clearly express an opinion on urban art

Key Questions/ Concepts: What is urban art? When was graffiti first seen, used? What is the purpose of graffiti What do you think about it?

Resources: 4 - 6 graffiti images made into simple jigsaws , with sufficient total pieces for 1 per student History of graffiti powerpoint at http://www.tes.co.uk/teaching-resource/Graffiti-History-6022612/ Statement sentence starters/end sufficient for the whole class group

ActivitiesStarter: History of graffiti powerpoint Show PowerPoint. Prompt students to be prepared to say one thing that they find striking, memorable from the presentation

Vocabulary: Propaganda, sgraffito, medium, tags

Teach vocabulary using strategies and materials from the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain:Statement memory activity Allocate a numbered statement about an aspect of graffiti to each student; select a random number to begin. The student with that number reads their statement and chooses another number; the student with that number recalls the previous fact, reads their own and chooses another number. Continue until all the students have read their factsGroup activity Give each student a piece of jigsaw. Students must work cooperatively to find the other parts of their picture and to assemble the jigsaws.Once assembled in groups

What does the picture represent? What message does it convey (if any)? Is it art? As a group decide on a spokesperson and agree ‘I see.............’, ‘I feel....’ and ‘I think...............’

Whole class feedback Display target images on IWB; invite each spokesperson to share the groups’ interpretation of graffiti images use language of senses and emotions (I see.............’, ‘I feel....’ and ‘I think...............’)

Plenary / Assessment for learning: Whole class v. teacher – teacher holds all the facts used for the starter activity; class try to recall all the facts and to take them from the teacher Consider what you have learned today about graffiti? Has your knowledge and understanding been extended? How? Why? Why not?

Differentiation/ Strategies: Visuals, such as pictures and symbols to support simple definition of keywords – see suggestions in the “activity template” section for different ways to support learning

of vocabulary Allocate shorter and more concrete fact statements to less able students in memory game; encourage them to visualise ‘Adult facilitation to encourage all students in small group to take turns/ participate Support ‘I see.........’, ‘I feel.............’, ‘I think...........’ with visuals or sentence starters

Statements for starter memory activity

"graffiti" derives from the Greek word graphein meaning: to write Graffiti in found in Pompeii, includes Latin curses, magic spells, love messages, political slogans and famous literary quotes. 

Modern graffiti dates from New York City in the 1970's. Pompeii’s graffiti has helped provide historians with insight into ancient Roman street life.

Hip hop is associated with emergence of new artistic style of Keith Haring There are examples of graffiti occurring in American history, such as Signature Rock, a national landmark along the Oregon Trail.

The artist Keith Haring began using posters to display his unique style of artwork French soldiers carved their names on monuments during the Napoleonic campaign of Egypt in the 1790s.

Haring began to paint directly on walls instead of on posters During World War II and after, the phrase "Kilroy was here" was widespread throughout the world, due to its use by American troops

Haring’s graffiti art was legitimised when it began to be displayed in galleries Tagging is by far the most common form of graffiti)

Graffiti was part of the Hip Hop culture which also saw the start of rapping and break dancing .

In modern times spray paint, and marker pens have become the most commonly used graffiti materials.

A delivery messenger is credited with being the initiator of ‘tagging’ Graffiti may also express underlying social and political messages 

The message left by the delivery messenger was Taki 183 Graffiti is writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in a public place.

Graffiti began to die out in early 1980s but became popular again after a TV programme about it in mid 1980s.

Graffiti ranges from simple written words to elaborate wall paintings,

Gangs use their own form of graffiti to mark territory or indicate gang-related activities The earliest forms of graffiti date back to 30,000 BC in the form of prehistoric cave paintings and pictographs

Citizenship

Year/Class: 9 Teacher: Date: Scheme of work: Media Lesson Topic: Power of advertising Learning objectives:

understanding of the influence of advertising awareness of how they might be influenced by advertising

Speaking and listening objective: Identify the underlying implied meaning

Key questions / concepts: Who are advertisements aimed at? What different types of advertising are there? How do advertisements set out to influence? What techniques do they use?

Resources: PowerPoint of advertisements visuals Recording of some advertising ‘jingles from TV and/or radio Ratings chart and student name labels / Blutac Agree/disagree labels and statements Teen magazines Advertising strategy labels

ActivitiesStarter: Stand up!

Play advertising jingles/visuals – stand if you know the advertisement Students put a name label on a ratings chart – how aware am I of the power of advertising?

Vocabulary: consumer, strategy, promotion, demographicTeach these key words using activity templates for teaching vocabulary from the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain:Agree/disagreeLabel one side of the classroom ‘agree’ and the opposite side ‘disagree’. Read statements about advertising and ask students to place themselves on a line (‘agree’ to ‘disagree’); individual students should be asked why they have made these decisionsIn groups Brainstorm advertisements that they have seen recently on TV. Focus on 3 to discuss –

What is this advertisement selling? Who is this message intended for? Who wants to reach this audience, and why? What story does this advertisement tell? Is the story accurate and complete? If not, what information is absent and why? How does this story influence you?

FeedbackTeacher introduces idea of promotional strategies – tricks of the trade to influence viewers/readersIn pairs - Give each pair a selection of teen magazines and a strategy card to find advertisements that use that strategyWhat’s the link? - Randomly select a pair to describe the advertisements they have selected; other students try to identify the link strategy that they all have in common

Plenary / Assessment for learning Re-prise agree/disagree activity. Have your responses changed? Revisit ratings activity – has my response changed and why? Am I more aware of advertising influence?

Differentiation/ Strategies: Teaching and display of key vocabulary; make links between new vocabulary and current knowledge/ experience. Peer support through mixed ability / group work. Pair weaker readers with stronger readers for paired work reading strategy cards

Resource:

Statements for ‘agree, disagree’ activity

I can ignore most advertising

Songs from commercials stick in my head

I have made a conscious effort to look like someone specific I have seen in an ad

Some ads make me feel that I really need to lose weight, change my hair or change my clothes

Advertising does not really influence me

I have asked my parents to buy me things that I have seen advertised

I don’t think teenagers are especially targeted by advertising

I find it hard to resist advertising

I always watch the ads on TV

I have been influenced to try a brand by the advertising

Drama

Year/Class: 9 Teacher: Date: Scheme of work: Drama Techniques Lesson Topic: Thought tracking Learning objectives: To identify how thought tracking helps inform an audience about a

Speaking and listening objective:To use spoken language to describe inner thoughts and feelings

character To create an improvised scene using thought tracking

Key questions / concepts: What is thought tracking/ When is it used as a technique and why? How can character be developed through thought tracking?

Resources: Visuals for ‘emotions’ vocabularyIcons/graphics for feelings words can be found here:http://teachfind.com/national-strategies/seal-resource-sheet-words-core-feelings

Photo cards of emotions can be found here:http://teachfind.com/national-strategies/seal-curriculum-resource-photo-card-collection

situation pictures situation cards

ActivitiesStarter: It’s not what you say.....

Seated in a circle – students are each given a card with a context (gossip, news report, fact, disbelief, delight, sadness) and say in turn ‘Sylvia is dead’ according to the context.

Other students guess the word on the context card. Repeat the exercise but students add in a clause to the 3 words – e.g. ‘Sylvia is dead – she was my greatest friend.’ Vocabulary: emotion, inner thoughts, thought tracking, freeze frames, character development

Teach vocabulary using strategies and materials in the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain: Shout it out!Students sit in a circle with heads bowed; one student walks around the outside of the circle. When a student is touched on the shoulder they look up and shout out the thought/emotion in their mind at that momentWhole Group discussion – do inner thoughts always reflect the expression, context, the moment?

What is my initial feelings on the situation I am in? Is this what I expected? How do I feel about the other person/people? Does what I feel reflect what I am saying?

Teacher input – describing thought tracking as a device; stepping out of the scene to directly speak about their thoughts and feelings at that moment Group work – Break in to groups – Give each group a selection of situation pictures. As a group discuss different thoughts for the characters in the pictures. Consider different personality traits and how thought tracking can reveal different characters.Practical – In groups of 3 / 4 – take one of the situations and device a short performance (1 – ½ mins). One by one the actors freeze the scene, step out of the situation to speak directly to the audience about their thoughts and feelings. All actors must take a turn to thought trackPlenary/assessment for learning

Selected groups perform their piece. What do we learn additionally of the character through the thought framing? How well was I able to use thought tracking to develop a different character? Peer assess in pairs

Differentiation/ Strategies: Key words taught, displayed and visually supported Allow students to pass once in circle activity or to repeat a response modelled by another student For lower achieving students, give two / three pictures to illustrate emotions in ‘Shout it out’ activity, suggest emotions that are easier, e.g. nervous, happy, excited etc.

For higher achieving students, they should be challenged to include more complex or subtle feelings and thoughts , e.g. trepidation, indifference, elation Adult facilitation to encourage all students in small groups to contribute and to participate Make available visuals for ‘emotions’ vocabulary

Resources:Situations

Waiting in doctor’s waiting room

In the queue at the supermarket

Parent opening a letter from school

A family mealtime

Design and Technology Year/Class: 9 Teacher: Date: Scheme of work: Structures Lesson Topic: Bridge buildingLearning objectives: To know how structural strength can be added to light materials To identify the main characteristics of some bridge designs To identify 4 main bridge types

Speaking and listening objective:Use language to hypothesise, share ideas and problem solve

Key questions / concepts: Why do bridge types vary from site to site? What materials can be used in bridge building? Why do some bridges fail? How can bridges be made stronger?

Resources: IWB Bridge pairs matching cards – printed and laminated Bridges PowerPoint Collage of bridge designs – Google images Keywords display access to a computer for each group paper, scissors, glue sticks, weights, paper clips, string and a pile of pennies for each group digital camera (to capture design process and completed bridges)

ActivitiesStarter: Guess which bridge? Work in pairs Each pair has one picture or a label from the matching activity; working together they find the couple who have the picture or label to complete their pair Show complete powerpoint of bridges and labels for checking. Discuss the age, materials and design of the bridges

Vocabulary: arch, beam, suspension, cable stayed, corrugated, abutments, compression, horizontal, span, tensionTeach vocabulary using strategies and materials in the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain:Introduce bridge design activity Hold a single piece of paper. Ask: How many pennies do you think a bridge made out of this paper can hold? After students make some guesses, lay the sheet of paperflat across two books placed approximately 20 cm apart, place pennies on the bridge one by one, near the middle, until the bridge fails. Discuss how the single sheet could be made stronger.Show ‘Shape Lab’ at http://www.pbs.org/wgbh/buildingbig/lab/shapes.html to review shapes and strength information with class group Now introduce the activity challenge. Divide students in to 4 groups named ‘arch’, ‘beam’, ‘suspension’ and ‘cable stay’, each with access to a computer, paper, scissors, glue sticks, weights, paper clips ,

string and a pile of pennies/counters Each group uses http://www.pbs.org/wgbh/nova/tech/build-bridge-p3.html to research one design feature – arch, beam, suspension, cable stay – including trying the

online activity provided to demonstrate the design feature. Having researched the information they are then tasked with designing a bridge in that style to cross a 20cm gap, holding as many pennies as possible. They will

need to present their design to the class at the end of the lesson, justifying their use of materials and design based on what they have learned about their allocated bridge type, and with each group member making a contribution to the presentation

Plenary / Assessment for learning:Presentation Each group presents their bridge design What was the target design? Key features Problems encountered and solutions

Round Robin –Name one thing – each student names one thing learned from the experienceHow well did I contribute to the group work? What changes would we make next time?Differentiation/ Strategies: Mixed ability grouping for bridge naming and design activity Visual + simple definition of keywords. Display, explain and refer to these Provide prompts with visual cues to points to be considered during design task, and for presentation Actively assign roles within groups to specific students

Resources:

Bridge pairs matching activity

Tower Bridge, London

Millennium Bridge, London

Golden Gate Bridge, San Francisco

Rialto Bridge, Venice, Italy

Ponte Vecchio, Florence, Italy

Sydney Harbour Bridge, Sydney, Australia

Clifton Suspension Bridge, Bristol

Forth Railway Bridge , Scotland

Victoria Falls Bridge across theZambezi River

Millau Viaduct – Millau, Southern France

Second Severn Crossing – between Wales and England

Clapper Bridge, Dartmoor

Pooh Sticks Bridge, Ashdown Forest

English

Year/Class: 9 Teacher: Date: Scheme of work: Evaluating evidence, considering bias Lesson Topic: Animal testing

Learning objectives: To recognise stance and purpose of speaker To move beyond literal understanding and recall to interpret

what is said.

Speaking and listening objectives:To Identify the underlying themes, implications and issues raised by a reading

Key questions / concepts: What is the main theme of each article? What is the job of each writer – what do they do? What is the key stand point of each writer? What techniques does each writer use to promote their

argument? Are there common techniques? How can you identify bias?

Resources: Copies of news articles (found at http://www.guardian.co.uk/education/2005/aug/24/highereducation.uk1 (Scientists back animal testing) and http://www.guardian.co.uk/education/2006/may/05/highereducation.uk (Animal testing failing to predict human side effects)

quotations sheet laminated and cut up (1 x set per group) + headlines character cards

Activities Starter: “One thing I think about...”

Students to say one thing they think about animal testing – emphasise that all views are to be heard and respected

Vocabulary: stance, bias, implicit, characteristic, stereotypical, features, geneticist, pharmaceuticalTeach vocabulary using strategies and materials in the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain: In groups - give each group a set of quotations + headlines Group discussion- which headline fits the quotations? Feedback and justify reason. Check against a copy of the articles Jigsaw activity - Assign a role to each group -

Geneticist pharmaceutical company rep experimental scientist animal rights activist Aids patient parent of child with cancer

Provide group with discussion questions to work together to identify what the standpoint, arguments and attitude of your ‘character’ will be; use the evidence from the articles where applicable. Tell students they will need to remember the key points from the discussion

Teacher explains notion of literary conventions and refers to key words Re-allocate students into mixed groups made up of one person from each of the expert groups Have them share their perspectives in a ‘hot seat’ Feedback to the whole class to share key perspectivesPlenary / Assessment for learning: Round Robin – revisit “One thing I think about ...’ from starter activity. Think if your perspective has changed, or what has influenced your perspective

Differentiation/Strategies: Differentiated groups for jigsaw activity Record newspaper articles and quotations Reduce number of quotations for some students Check understanding of questions Adult to facilitate group work for lower achieving students

Resource – Article quotations

As a geneticist who has worked in pharmaceutical development... More than 500 leading UK scientists and doctors have signed a declaration pledging their support for animal testing in medical research.

I am grateful to the doctors and patients who went before me: not to animals. The Research Defence Society (RDS) declaration states that a "small, but vital" part of medical research involves animals.

Aspirin, the world's most common medicine, owes nothing to animals: nor do antibiotics, anaesthetics, Aids drugs, antidepressants

The society says it has been signed by three Nobel laureates, 190 fellows of the Royal Society and the Medical Royal Colleges and more than 250 academic professors.

nine out of 10 drugs that pass animal tests fail in human trials Simon Festing, the executive director of the RDS, said: "We are delighted to have gathered over 500 signatures from top UK academic scientists and doctors in less than one month. It shows the strength and depth of support for humane animal research in this country." 

examples abound of drug catastrophes where many people have been killed despite extensive "proof" from animal tests that the drug was safe

Nancy Rothwell, the vice-president for research at University of Manchester and the chairwoman of RDS, said: "It's vitally important that the research community sends the message that animal research is crucial for medical progress, 

Animal tests are failing to protect us A university spokeswoman said Oxford ... said... "We feel it is vital for a university like Oxford to be able to continue potentially life-saving research, and it is important for society as a whole."

Animal research misleads ...our understanding of human diseasepeople have to be the ultimate guinea pigs for testing new treatments

Geography

Year/Class: 9 Teacher: Date: Scheme of work: Globalisation Lesson Topic: World tradeLearning objectives: To know what a world trade is To understand how world trade works To understand some of the views for and against world trade

Speaking and listening objectives: Active listening to learn key information; communicate opinions and justify reasons Use oral language skills to work cooperatively and problem solve

Key questions / concepts: What is world trade? How does it work? Who benefits from world trade and who does not?

Resources: IWB PowerPoint – To understand what world trade is and how it works -

http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6050268 Instructions for the Trade Game Paper, scissors, rulers (as described in Trade Game instructions – but no pencils! Topic relates ‘answers’ list for plenary session

Activities: Starter: ‘I went shopping .........’ Teacher to model an example – I went shopping and I bought (naming a consumer item)’- e.g ‘I went shopping and I bought a TV’ Next student repeats, and adds an item of their own – e.g. ‘I went shopping and I bought a TV...and some trainers.’ Continue until a mistake is made or the list cannot be remembered – then start a new list

Vocabulary: primary, secondary, tertiary, service sector, fair trade, third world, LEDC, MEDC, NIC,GDPTeach vocabulary using strategies and materials in the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain:

Put MEDC, LECD and NIC up on whiteboard – ask students to recall the meaning of the acronyms Brainstorm ideas of how trading might be affected in each of the different types Divide students into groups and play the adapted version of the Trade Game as per instructions (10 to 15 minutes)

Whole class discussion: How did students feel about the game – was it fair? Did the scissors remain with the original groups, were they traded, did the scissor owning ‘countries’ stick together? Does the game represent what goes on in real life in global trading? What did the different resources represent? What was their team – MEDC, LEDC or NIC?

PowerPoint - To understand what world trade is and how it works - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6050268– to summarise points raisedPlenary/assessment for learning : Here is the answer, what is the question? Teacher compiles list of topic related ‘answers’ from the topic (differentiate for lower achieving pupils) students talk to a partner and then take turns to provide questions to go with the answers in the style of the game ‘Jeopardy’

Differentiation/ Strategies: Teaching and display of key vocabulary, using templates provided in the activity template pack and use fewer examples of technical vocabulary for lower achieving pupils Peer support through pair/group work, using mixed ability groups and giving lower achieving students specific roles Giving additional thinking time during plenary game for lower achieving pupils Information presented visually

Resources:

The trade game - A version of a game originally devised by Action Aid

Resources required:WhistleBanker: various play money itemsQuality control representative: ruler, dustbin

MEDC (2 groups)2 scissors2 rulers1 A5 sheet plain paper1 A5 sheet coloured paper

LEDC (2 groups)1 short ruler5 sheets A4 plain paper

NIC1 scissors1 ruler2 sheets plain paper A4

Introduction to the gameDivide class into six equal groups, and keep two volunteers separate to be the banker and the quality control rep.Remind students of the meanings of MEDC, LEDC and NIC and how trading might be affected in these countries. (5 mins)The gameStudents use the resources given to their group to create perfect squares and triangles of different sizes, which will then be ‘sold’ to the bank. The teacher (‘government’ ) decides what values will be given to each size and colour of square/triangle and may change those values at will. If students ask why different groups have differing resources explain that they represent a particular level of development.Playing the gameStudents start making their squares; remind the group with lots of paper but few tool that it is a trading game. The teacher may change the value of the shapes if and when they wish. The quality control rep must destroy any squares that are not perfect, or damaged. Students can trade, beg, borrow or steal (this will be picked up in the plenary to discuss in the context of real life).DebriefAfter 15 - 20 minutes stop the game and ask the teams to add up their money; write totals on the board. The teacher can decide the winner on the basis of most money, best product (most perfect shapes), best traders.

Plenary:How did students feel about the game – was it fair?Did the scissors remain with the original groups, were they traded, did the scissor owning ‘countries’ stick together?Does the game represent what goes on in real life in global trading?What did the different resources represent?What was their team – MEDC, LEDC or NIC?

History

Year/Class: 9 Teacher: Date: SOW: World War 1 Lesson Topic: Women at workLearning objectives: To learn about how the war changed women’s role in the work place

Speaking and listening objective:Describing , reporting, presenting information

Key questions / concepts: What work did women do pre-WW1? Did all classes of women work? Why did women take on work during WW1? What roles did women take on in WW1?

Resources: http://spartacus-educational.com/Wfirst.htm http://www.nationalarchives.gov.uk/pathways/firstworldwar/document_packs/women.htm http://www.iwm.org.uk/history/womens-war-work-during-the-first-world-war Reference books for women in war Access to computers and printers (for collage work and powerpoint presentations if needed) Scissors, glue sticks

ActivitiesStarter: Verbal ping pong – students sit in circle, taking it in turn to say any word connected with WW1 work when a ball/beanbag is thrown to them Students may pass but not repeat a word already given

Vocabulary: munitions, workforce, traditional, contributions, war effortTeach vocabulary using strategies and materials in the activity templates available to download at www.thecommunicationtrust.org.uk/nopensdaywednesdayMain:Group activity - Divide students in to 6 groups and task each group to research women’s work before and during WW1, using resources and websites above- Did women work before the outbreak of war? – If so, which women and what work?- What work did women do after the outbreak of war?- Why did women go out to work?- What were their working conditions?- What happened at the end of the war? After researching the groups must plan to present their information to the rest of the class as

- A picture slide show (PowerPoint) with commentary- A role play / drama piece- An art piece – collage or poster- A group presentation- A radio broadcast or news piece

Whole class –Groups take it in turns to present their research findings ; the remaining students as the audiencePlenary / Assessment for learning: I learned – Students take turns to say one thing they have learned from their own or peer research, and something they want to know more about

Differentiation/ Strategies: Display, explain and refer to key words; provide visual support Pair work for peer supported reading in research task Guide groups of students and individuals to use a presentation style that suits their learning profile Adult support to facilitate group work Consider assigning roles to individual students in group work – e.g. spokesperson

Maths

Year/Class: 9 Teacher: Date: Scheme of work: Problem solving Lesson Topic: Murder mysteryLearning objectives: To use given information to calculate times, distance and speed To use the information to decide which suspect had the opportunity to

commit the crime

Speaking and listening objective: Reasoning skills; justifying opinions Active listening within a group

Key questions / concepts: Where are the named gates to the castle? Which roads connect to the gates? Who was travelling on the roads? What speed were they travelling at? What is the distance between the gates? Who had the opportunity?

Resources: Murder Mystery PowerPoint from http://www.lancsngfl.ac.uk/secondary/math/index.php?

category_id=881 Who killed Lord Mortimer? Cards from

http://www.lancsngfl.ac.uk/secondary/math/index.php?category_id=881 Copies of map per team Gate labels per team Road labels per team Calculators Counters to represent ‘suspects’

ActivityStarter: Number Me (whole class) Put a numbered sticker on each student’s back – each sticker has a time, distance or speed Students must move around the class asking questions of each other to discover whether their sticker relates to time, distance or speed and to get into the correct group.

Once in the group they must get themselves into rank order – again by asking questions of each other Students may NOT ask ‘what is my number?’ but can ask ‘is my number X?’

Vocabulary: Order / sequence, 1st / nth / last, before / in front / ahead, after / behind / followed by, between / middle of, odd/even, less than/more thanTeach vocabulary using strategies and materials in the activity templates available to download on the No Pens Day Wednesday materials page. Main: Murder Mystery activity (from http://www.lancsngfl.ac.uk/secondary/math/index.php?category_id=881 Whole class – introduce activity using PowerPoint. Tell the students that they will work as teams of detectives to see who can solve the mystery first. They must use labels for

the castle gates and road numbers (no pens!) and use calculators to check their calculations. They can use counters to represent and place ‘suspects’ on the map if required. Remind students that this is a ‘no pens’ activity so they will need to organise their groups to have people responsible for holding an remembering key information if necessary

– it cannot be written down! Count off class group by 1 -5 sequence, then form groups of all 1s, 2s, etc Give each group clue cards, map, labels, counters and calculators – and begin.

Students have 20 minutes to solve the mystery

Feedback – what is the solution to the crime mystery? What are your reasons? How did the groups manage the ‘no pens’ calculations?Plenary/assessment for learning : Mystery numbers Each student to answer ‘mystery number quiz’ questions, but focus on how to get to the answer – how to solve the mystery. Allow 1 pass per student. How well can I calculate speed, distance and time? Can I use that information in context of a problem?

Differentiation/ Strategies: Mixed ability groups, with higher achieving pupils supporting lower achieving Chunk information when introducing ‘mystery’ task; print off the instructions to give to each group Whole class ‘think time’ before answering question asked In plenary task – select questions based on knowledge of student ability

Resources:

Mystery number quiz questions

Square of 13 169

25% of 420 miles 105 miles

3 x degrees in a right angle 270 degrees

Sum of February days in 4 years 109

Total dots on a die 21

Sum of numbers 1-20 190

Next prime number after 13 17

(Days in a week) + (seconds in an hour) x (a decade) 670

Square root of 529 23

What is the mph if I cover 7 miles in 90 seconds? 90mph

Number of blackbirds baked in 3 pies 72

Common factors of 6,12,18,24 2,3,6

A spider’s legs minus a fly’s legs 2

674- 712 -38

A cyclist covers nine kilometres in twenty minutes. Express his speed in kilometres per hour. 27kph

A plane travels the 2000 miles from London to Istanbul in 3 hours. What is its approximate speed in miles per hour. 666.6mph

What is the next number 8...9...11...14...18... 23

A car is travelling at eighty kilometres per hour for one hour and fifteen minutes. How far has it travelled? 100 miles

A bus travels at sixty-five miles per hour for one and a half hours. How far has it travelled? 97.5 miles

The scale on a map is one centimetre to ten kilometres. On the map two towns are five and a half centimetres apart. What is the actual distance between the towns?

55 miles

Modern Foreign Languages (can be adapted for all modern foreign languages)

Year/Class: 9 Teacher: Date: SOW: MFLLesson Topic: Preposition carousel

Learning objectives: To learn/consolidate vocabulary of prepositions of

place To use vocabulary in context

Speaking and listening objective: Learn and use vocabulary

Key questions / concepts: Prepositions of place

Resources: labels for prepositions of place in English and target language– large (A4) Rules for Quiz Quiz trade from http://mflideasfactory.wordpress.com/category/plenary-2/ Cards with preposition vocabulary in the target MFL for the Quiz Quiz trade game (e.g Where is the .........? It is in/on/under/next to............’) Preposition icon cards Squared paper, coloured counters Picture baseboard, picture cards and stop watch or timer

ActivitiesStarter: Word wall – students call out prepositions of place in English and target language and teacher places labels on board

Vocabulary: prepositions of place – in, on, under, next to , between, beside, in front, behindTeach vocabulary using strategies and materials in the activity templates available to download on the No Pens Day Wednesday materials page.

Main: Carousel activities Students work in groups of 6 , taking 5 minutes at each activity; after 5 minutes the teacher signals to move on to next activity

Activity 1 – Quiz Quiz trade (from MFL ideas factory at http://mflideasfactory.wordpress.com/category/plenary-2/)Each student has a card with a question and preposition phrase in response , with translation underneath. They move around the class meeting other students; first student says their phrase in target language for the second student to translate then vice versa. If both translate correctly they swap cards and move on; if incorrect move on without swapping cards

Activity 2 – Barrier game (from an original idea at http://community.tes.co.uk/forums/t/531362.aspx )Student group work in pairs sitting back to back. Each student has a sheet of large squared paper 6 x 6 and a selection of coloured counters each. The first student places their counters randomly across their squared paper before describing to their partner where they are placed, using prepositions of place – under, over, on, next to, between. The aim is for the second student to re-create the same pattern of counters. Repeat changing roles.

Activity 3 – Snatch Student group work in 3s, each 3 with a set of preposition icon cards. Spread the cards in front of the group face up. 2 students sit with one hand behind their back and one on their knee; the 3rd student calls out a preposition word and the other 2 try to be first to ‘Snatch’ it. Change roles so that all 3 take turns as caller.

Activity 4 – Picture gameThe picture game baseboard is placed in front of the student group. Each takes it in turn to take a picture card and describe as quickly as possible where it appears in the main picture. Time how long to place all the pictures. Repeat, seeing if the group can improve on their time.

Plenary / Assessment for learning: Build up – students sit in a circle with a chair in the middle. The teacher calls a name and a preposition – the student must sit/stand according to the preposition (e.g on

the chair) then call name of another student and preposition, who must sit/stand according to the instruction (e.g on the lap of, next to, behind.....) Continue till all students have had a go

How many prepositions of place can you remember? What strategy will you use to remember them for next lesson and / or remember more? What was the most helpful activity for you to remember the prepositions?

Differentiation / Strategies: Activities provide modelling opportunities

Resources – preposition symbol cards

on under

over in

behind In front

between Next to

Picture game board

Picture game cards