Assignment Lesson Plan Laura

LESSON PLAN
TEACHER: Laura Cassidy TITLE: The Enemy Analysis

CLASS: Year 7 TIME: DATE:
CURRICULUM REFERENCE: Understand the way language evolves to reflect a changing world,
particularly in response to the use of new technology for presenting texts and communicating
(ACELA1528)
LESSON AIM: Students discuss how communication and language help us to understand
the unknown and break down barriers.
STUDENTS PRIOR KNOWLEDGE LIKELY MISCONCEPTIONS

Students understand that each individual
has a different background with different
language vocabularies.
LESSON OBJECTIVES:
1. Use the text to understand how the choice of language, features, images and
vocabulary effect meaning.
2. Students work collaboratively in guided reading groups to analytically respond to
questions about The Enemy
3. Students recognise how language and communication plays a pivotal role within
conflict and relationships
LEARNING OUTCOMES AND DIFFERENTIATION: ASSESSMENT OF OUTCOMES:
All Students will: a) group involvement/interest
a) Demonstrate understanding of how the choice of b) confidence appraisal
language features, images and vocabulary affects c) book learning
meaning. d)
b) Discuss the purpose of language and vocabulary in
everyday life
c) Discuss the different modes of communication
throughout time
Most students will:

Discuss the purpose of language and how it assists with
the understanding of the unknown.
Some students will:

Discuss the different forms and types of communication
and the types of language conventions they incorporate.
INDIVIDUAL STUDENTS (SEN, GIFTED AND TALENTED ETC.):

All students will be given the same questions. If confident students finish early they will be
allocated extension questions for them to complete. Less advanced students can complete
as many questions as they can - teacher to provide more in depth scaffolding for these
students talking through the questions and facilitating discussion.
RESOURCES: NUMERACY/LITERACY Opportunities and links:
The Enemy by David Vocabulary
Cali and Serge Bloch
KEY VOCABULARY:
-Language
-Communication
-Vocabulary
-Unknown
TIME STUDENT / TEACHER ACTIVITY and KEY QUESTIONS

TEACHER ACTIVITY STUDENT ACTIVITY
Starter
10 mins What is the unknown? What do we Sitting in groups on floor in guided

already know about the concept of reading groups. Students to respond and
the unknown? Facilitate brief discuss questions in group and one
discussion. student to report back to class
discussion.
Introduce the book The Enemy.

Focus on the message that the Read as a class and students to follow as
author is trying to convey, the the teacher reads.
images and language used.
Instruction
5 mins Discuss the guiding questions with Students sitting in groups listening to
students and instruct students to instructions. Pose any questions they
complete questions through group might have about the task.
discussion.
Hand out questions to each group.

Questions:
What idea do you think the
author is trying to convey?
How does language and
communication assist with
understanding the unknown?
Have you ever experienced
this?
What type of vocabulary might
the soldiers have used if they
were to have spoken to each
other?
What might have happened if
the soldiers had of used
communication to demonstrate
their thoughts?
Extension What are different forms
of communication the soldiers might
have used throughout time?
Allow students to ask questions.

20 mins Exploration
Students move into guided reading
groups with questions analysing the
book and trying to answer Students work in their guided reading
questions. Teacher move around to groups. One scribe to summarise ideas.
each group, asking questions and
facilitating discussion.
Reflection
5 mins Bring students back to class Each group present their ideas to the
discussion. Move through each of class in an open discussion.
the questions and bring together
ideas.
LESSON EVALUATION SHEET
In what ways, if any, did the lesson deviate from the lesson plan?
How well did students respond to the lesson content, activities and learning
environment?
How well did students meet the planned learning outcomes and how was this
assessed?
What learning and teaching strategies were used and how did they affect
learning?
What strategies were used to maintain class discipline and motivation?

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What idea do you think the author is trying to convey in 'The Enemy'?

How does language and communication assist with understanding the unknown?

LESSON PLAN

TEACHER: Laura Cassidy TITLE: The Enemy Analysis

STUDENTS PRIOR KNOWLEDGE LIKELY MISCONCEPTIONS

Most students will:

Some students will:

INDIVIDUAL STUDENTS (SEN, GIFTED AND TALENTED ETC.):

TIME STUDENT / TEACHER ACTIVITY and KEY QUESTIONS

10 mins What is the unknown? What do we Sitting in groups on floor in guided

Introduce the book The Enemy.

Hand out questions to each group.

Allow students to ask questions.

What strategies were used to maintain class discipline and motivation?

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