English Stage 7 SOW Tcm143-354015
English Stage 7 SOW Tcm143-354015
English Stage 7 SOW Tcm143-354015
Introduction
This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Lower Secondary English
Stage 7. Learning objectives for the stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended
teaching order, but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme of work assumes three terms per stage and three units per term. An overview of the sequence, number and title of each unit for Stage
7 can be seen in the overview table below. The scheme of work is based on the minimum length of a school year to allow flexibility. You should be
able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.
Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work
as ongoing work across Stage 7. These ongoing learning objectives are followed by the learning objectives for the topic of the unit. Activities are
suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Lower Secondary. They have been created solely
to provide an illustration of how delivery might be planned over the three stages. A step-by-step guide to creating your own scheme of work and
implementing Cambridge Lower Secondary in your school can be found in the Cambridge Lower Secondary Teacher Guide available on the
Cambridge Lower Secondary support site. Blank templates are also available on the Cambridge Lower Secondary support site for you to use if you
wish.
Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.
Cambridge International is not responsible for the content of materials recommended in this document. As websites may be changed and newer,
better websites are being created, we recommend that you check all websites before using them and actively search for appropriate new online
resources.
For learners to become more proficient in English skills it is important that they keep revisiting and consolidating skills in different contexts. For this
reason, many of the learning objectives are revisited in different ways in different units. This gives all learners the opportunity to grasp the ideas
involved. Within each term, the order in which units are taught is not important – the level of expectation is consistent across all three units. It is
important, however, that you should teach the Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.
The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in earlier stages, and the
skills and understanding developed in Stage 7 are important for learners to make good progress in subsequent stages. If the Stage 7 level of work
is not appropriate for the learners in your class, it is recommended that you seek to plan appropriate support or extension activities that aim to
consolidate learning and extend thinking and learning: comparable texts are often studied in each stage, so matching a text type with the
appropriate learning objectives is usually straightforward.
V1 8Y01 English Stage 7 2
In general, specific texts are not recommended because of the different resources available in each school and location. You have the flexibility to
include resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are
given at the beginning of the unit. You will be able to teach more effectively if learners can see and read the text. It is assumed throughout that you
have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.
Many of the outputs produced by learners can be used for teacher, self and/or peer assessment. We recommend that a wide variety of approaches
to assessment are used throughout the stage. Examples of some outputs that you might like to assess are marked with a * in the suggested
activities that follow. These should not be taken as an exclusive list as other activities may be more suitable to assess attainment and progression in
your classes.
Ongoing reading
Framework Summary of learning Suggested activities
codes objectives
7Ro1 Give an informed Ensure that learners recognise the importance of using appropriate textual evidence to support reading
personal response to a points. They should model how to use quotations effectively, and the difference between explicit and
text and provide some embedded quotes.
textual reference in
support. Explicit: We can tell that Mary feels happy when she goes to school because it says, ‘QUOTE’.
Embedded: Mary’s happiness when she goes to school, ‘QUOTE’, is very obvious to the reader.
Learners need to have a specific purpose or questions to answer for both skimming and scanning.
7Wo2 Use a dictionary and Have a range of dictionaries in the classroom and model how and when they should be used. Stress the
thesaurus effectively importance of the second and third letters.
to further develop
meaning. To consolidate and extend knowledge/understanding, learners could:
look up meanings of particular words in texts
create individual/group dictionaries of words in subject/topic areas
discuss and agree a particular word definition, then compare it with the dictionary definition
participate in contests to find words in dictionaries
find the history of particular words using an etymological dictionary
find the different meanings of words such as salt, pitch, fit, field
investigate the qualities of different dictionaries.
There should be a set of thesauruses in the classroom for learners to use. Model the use of the
thesaurus when writing.
Learners could also play ‘Blockbusters’, a TV game show in which participants answer trivia questions
to complete a path across or down a game board of 20 interlocking hexagons arranged in five columns
of four (e.g. see Wikipedia). Each hexagon contains a letter of the alphabet. Contestants choose a letter
then have to answer a question. The correct answer begins with that letter. Play in two teams with the
teacher asking questions on subject-specific vocabulary, e.g. What ‘S’ word means a word picture?
Learners may also have trouble with negative statements. A common error is to use a negative verb as
well as another negative word, such as never, nobody or nothing. Only one negative can be used in a
sentence, so I don’t want no ice cream is incorrect. The informal ain’t is also unacceptable in standard
English. Sentences for learners to work with are: I haven’t seen no one; I didn’t do nothing; I never knew
nothing about it; I never saw him not looking smart; I didn't want no trouble; I didn’t hardly survive.
7Wp1 Provide clarity and Emphasise the importance of varying sentence length, structure and subject. Learners should know that
emphasis in writing, sentence subjects can be varied in the following ways:
Commas
Ensure that learners know how to use commas to mark off:
contrastive but, e.g. I like bread, but not butter
subordinate clauses, e.g. I like sports, although not all of them; if you work hard, you will succeed;
when it’s very sunny, it’s hot
noun phrases in apposition, e.g. Mr Smith, 45 years old, was injured in an accident
a direct address, e.g. Mr Smith, I like your hat; I think, Class 7, you are very well behaved
tag words, fillers, e.g. Yes, you can come! Oh, I’m not sure; That’s it, of course!
parenthetic clauses, e.g. Jane, who is a nice girl, came to see me
adverbials, e.g. at six o’clock yesterday, they went out; slowly, we made our way home
non-finite clauses, e.g. running for the bus, I slipped and fell; exhausted, I slumped to the ground.
Dialogue
To ascertain levels of knowledge and understanding, you could give learners an extract of dialogue with
the commas missing.
7SL1, 7SL3, Speak for a variety Ensure that learners are clear on how speaking and listening can be managed through different
7SL5, 7SL6 of purposes, using a purposes/forms. Speaking frames, vocabulary banks and question stems will be helpful.
range of vocabulary
appropriate to Explain (e.g. why speech marks are used in dialogue): speakers should include a general introduction
context, and to indicate what is to be explained and a series of logical points which explain the process/application.
language to clarify They could point out pitfalls and misconceptions. They should use connectives to explain points (e.g. so,
meaning and to because, therefore); simple present tense; connectives of sequence/time (e.g. next, once you have
interest and done this); visual illustrations, diagrams; and they should contextualise or explain technical terms.
convince their
audience. Describe (e.g. a description of their house): speakers should include a general introduction/context then
divide the description into sections/chunks, e.g. room by room. They should use clear signposts (e.g. Let
Develop the ability to us go next to ...) and noun phrases.
listen courteously
and be sensitive to Narrate (e.g. a first-hand account of an event/incident): narrative structure – orientation, problem,
turn-taking. complication, resolution, reflection. Speakers should give a first-person account and should include
chronological connectives (e.g. then, next, meanwhile). Their talk could include different speaking
Begin to make voices.
sensitive
contributions to Explore/Discuss: with both types of talk, learners must be sure what their intended outcome is and how
group discussions, they can achieve it. As a group activity, allocate some key roles to make sure speakers contribute,
engaging with others listen and question, and agreement is ultimately sought: chairperson/manager (runs the
complex material, discussion, makes sure everyone sticks to the point, sums up at the end), scribe (keeps clear notes of
making perceptive all key points and decisions), timekeeper (monitors the time and moves the discussion on if necessary).
responses and There should be ground rules: everyone has a chance to speak; learners must show they are listening.
showing awareness Use sentence stems to clarify and move points on (e.g. Can you explain … a bit more? I agree with
of a speaker’s aims. what you have just said because … I disagree with you because … That’s an interesting point of view –
I hadn’t thought of that … Could you give me another example of […] so that I am convinced?). The
chairperson/timekeeper could use stems such as: We need to stay on task, so can we move on to …
You haven’t spoken yet – would you like to give us your opinions on this? So, what is going to be our
agreed point? Completing a self-assessment sheet will help learners reflect on their participation.
Analyse: this requires more systematic investigation. Many of the processes involved in exploration can
be adopted.
Argue: as a group activity, many of the specifications for discussion apply. As an individual activity,
learners should introduce and state their argument, make two or three points in favour of it and support
these with examples, research, expert opinion or personal anecdote. Some linguistic/rhetorical features
should be used (e.g. sets of three, repetition, rhetorical questions, personal pronouns).
Persuade: persuasion crosses over into argument. A simple persuasive focus could be taken (e.g.
persuading young people to eat healthy food) and some of the features of argument adopted. Effective
persuasive speeches made by speakers such as Martin Luther King, Jr. and Nelson Mandela could be
used to show the use and impact of various argumentative, rhetorical and linguistic features.
Unit 1A focuses on horror and suspense. You may decide to work with extracts from texts, or focus on one text.
Outline:
Unit 1A begins with a focus on learners’ writing skills – punctuation, sentence structure, type and length. There is then an investigation of the
narrative, literary and linguistic features of horror and suspense texts. Learners will then write their own horror/suspense extract, using a ‘tool box’ of
techniques. As with all units, a range of activities has been put forward, offering you a choice from which to select.
Knowledge/skills:
Sentence structure and punctuation; stylistic, linguistic and rhetorical features of the horror/suspense genre across both reading and writing;
narrative structure of horror/suspense texts; precise vocabulary use; speaking and listening skills of discussion, reflection and evaluation; strategies
for correct spelling.
7Ro2, 7Rw1, 7Rw2, 7Rw4, Sentence and punctuation skills required to write a horror/suspense extract
7Rw6, 7Rw7, 7Rv1, 7Rv2, Punctuation range, including commas in complex sentences; different sentence structures (simple,
7Wo2, 7Wa1, 7Wa3, 7Wa5, compound, complex); variation in sentence length, subject, structure; correct grammar, standard English
7Wa6, 7Wa7, 7Wa8, 7Wa9, and formality. (See Ongoing writing.)
7Wp1, 7Wp2, 7Wp3, 7Wp4, Literary and linguistic features of horror/suspense texts
7Wp5, 7Wp7, 7Ws1, 7SL1,
Learners share favourite extracts from horror/suspense books.
7SL5, 7SL6
Vote in groups for most effective extract. Points of tension highlighted, then one learner from each group
reads aloud to the class, using appropriate intonation/pace.*
Learners complete a grid, as below, on horror/suspense texts regarding typical features of setting,
characters, plot, dialogue and mise en scène.
Orally, class collectively constructs a tense sequence – one sentence each – which stretches out narrative
time, e.g. I walked along the long, lonely road. It was dark. Very dark. Footsteps echoed …
Learners analyse a horror/suspense extract for evidence of literary/linguistic devices such as: narrative
hooks; dialogue to move plot along; shifts in narrative pace; characters’ thoughts, fears and emotions (e.g.
My heart was beating furiously); darkness, smell, decay; extreme weather; unexpected noise; short
sentences; rhetorical questions; similes; strong verbs; onomatopoeic verbs; fronted adverbs of degree (e.g.
slowly).
Mise en
Setting Characters Plot Dialogue
scène
Horror
Suspense
Unit 1B focuses on understanding and responding to a range of poems, noticing the pattern and form as well as meaning. Some poems have been
suggested, drawing from the literary heritage and modern poetry. However, you are free to make your own choice of poetry for study.
Outline:
Unit 1B begins with a focus on how poems are made; considering their organization and conventions. The question is posed: ‘What identifies this
writing as a poem?’
The unit continues by offering suggested activities and outlining assignments that engage learners with poetry of different kinds. There are further
suggested activities: a creative option to write poems through a scaffolded approach and critical work that engages learners in writing and
presenting reviews, appreciations or interpretations of a chosen poem.
Knowledge/skills:
Features of narrative and non-narrative poems; analyse and comment on poets’ manipulation of literary, rhetorical and grammatical features;
reading skills of inference and deduction, textual evidence; issues of plot, character and theme; note-taking; speaking and listening skills of
discussion, collaboration, presentation; key sentence structure and punctuation skills.
Non-narrative poems
Give learners two or three non-narrative poems or ask them to find their own.
In pairs, learners complete a grid, as below, charting the differences between narrative and non-narrative
poems, and give feedback.
Ask learners to choose between 8 and 12 poems (they can include some of the poems they know from
these activities) and make up their own poetry anthology. They will write an introduction to the collection,
explaining what they appreciate about each chosen poem.
Unit 1C focuses on the genre features of science fiction, fantasy, contemporary folk tales and fairy tales, and this is then followed through into
learners’ own reading preferences.
Outline:
Unit 1C takes learners through an exploration of genre and the ways in which it impacts on what writers write about and how. The genres of science
fiction, fantasy, folk/fairy tales are explored through reading, writing, speaking and listening. Learners’ reading preferences are explored and targets
suggested.
Knowledge/skills:
Genre features (including literary and linguistic techniques) across both reading and writing; inference and deduction; key sentence and punctuation
skills; note-taking; speaking and listening skills of discussion, collaboration, explanation, persuasion and description.
Unit 2A focuses on the presentational, organisational, linguistic and rhetorical features of non-fiction text types – to inform, explain, describe, argue,
persuade, and comment.
Outline:
Learners first explore the features of information/advice texts, then apply their knowledge and understanding to the writing of their own advice text
for new learners to the school. The features of effective description and comment are then covered through a speaking and listening activity.
Learners also investigate the features of texts to argue and persuade, then incorporate these in the writing of their own non-fiction text, using IT.
Knowledge/skills:
Across reading and writing, the presentational, organisational, linguistic and literary features of the different types of non-fiction texts – to inform,
explain, describe, argue, persuade and comment; inference and deduction; writers’ techniques and their impact on meaning; key presentational
features of speaking and listening; collaboration, discussion, participation skills; key writing and punctuation skills.
Spontaneous Prepared
Incomplete utterances, Complete sentences
e.g. yes ... that was ... yes ...
Vague language, e.g. sort of Language definite
Fillers, e.g. you know, I mean, er No fillers, redundancies
Repetition, e.g. I just want to say, … want to Repetition only when intended
say
Over use of and, then, so as connectives,
often used to join utterances
Haphazard order Order often made clear for reader,
e.g. First ... Next …
Intensifiers, e.g. really great, very nice More adverbs and noun phrases so that the
reader is clear about what is going on,
e.g. he came quietly; the large, imposing
house
Non-standard sentence order, Sentence order more likely to be Subject–
e.g. He’s useless, that singer. Verb–Object/Predicate, e.g. The singer is
useless.
Explain that, if learners want to use spoken language to convey an accurate representation, they need to
use more features of prepared language than of unprepared language.
In groups/pairs, learners explain how to do something, e.g. ride a bike, make a cake, play football, use the
internet. The other members of the group or partners evaluate the explanation. What makes an explanation
clear? Learners can devise their own success criteria.*
Unit 2B focuses on the main features of journalistic writing, including bias and viewpoint.
Outline:
Unit 2B begins with an investigation of the structural and linguistic features of newspaper reports and the corresponding rationale for these, with
learners then able to incorporate these features in a newspaper report of their own. An exploration of bias and viewpoint follows, with learners
writing a report from two different points of view.
Knowledge/skills:
Structural and linguistic features of newspaper reports; paragraphing; topic sentences; cohesive devices; key sentence and punctuation skills,
including noun phrases in apposition and direct speech; literary features such as simile, metaphor, pun, hyperbole and alliteration, and their effect
on meaning; presentational features of reports and websites in relation to audience and purpose; key skills of discussion and collaboration.
Unit 2C focuses on the main features of diaries and blogs, biographies and autobiographies, and ways in which they facilitate expression of the self.
Outline:
Unit 2C begins with an investigation of the features of blogs and diaries, with these then used by learners to write their own diary entry in a
particular style. Biography and autobiography are explored through research, speaking and listening.
Knowledge/skills:
Key sentence structure and punctuation skills, including fronted and embedded clauses; paragraphing and topic sentences; cohesive devices;
organisational, linguistic, literary features of blogs/diaries; features of oral recount; collaboration and discussion.
Biographies/autobiographies
Focus on the prefixes bio-, auto- and root -graph. Create word webs, e.g. autograph – automobile,
telegraph – television.
Learners recount an important event/story from their past – allow them only two or three minutes.
Encourage self-evaluation. If they could recount the event again, what would they change and why? What
makes an event interesting to an audience/reader (e.g. orientation, characters, direct speech, narrative
tension, humour, suspense, narrator’s comment, satisfactory conclusion)?
Learners research two or three sports, music or historical figures on online biography websites, and make
notes – either as bullet point lists with subheadings or in a topic map. They then write a 100-word
biographical summary.
Learners explore autobiography/biography for informal features and discuss why the writer might have
used these, e.g. to convey a realistic character’s voice, to bond with the reader.
Learners write the first – or last (i.e. at the point they are at now) – chapter of their autobiography. Provide
some headings as necessary (see below). Remind them to include details of what others say about them
or how they perceive them, as well as their own perceptions, e.g. My mother has often commented on how
I can become easily angry when …; My school report says that I do not work hard, but I would like to
disagree with that. Remind them too that the autobiography should not just tell, but be interspersed with
sections of direct speech and description.
- First chapter headings: Birth, Early years, Family, Friends, School, Interests, Events and happenings
- Last chapter headings: Me and my family, Friends, School, Interests, Events and happenings, Hopes
for the future
Provide a success criteria grid, with some preparatory focus on the sentence, punctuation and cohesive skills
required.*
Unit 3A enables learners to explore some of the sociocultural contexts of pre-20th century fiction.
Outline:
Unit 3A begins with an exploration of fiction in context, looking at the impact of the time and place in which a text was written. Learners’ reading
skills are further developed through a range of directed activities related to texts.
Knowledge/skills:
Narrative structure, themes, literary, rhetorical and grammatical features; social, cultural and historical contexts; written response to a text extract,
focusing on essential reading skills
Reading skills
Select an extract from the beginning of a pre-20th-century text, and take learners through a series of
questions which cover key reading skills:
- retrieval and location (Find me the quote which tells me that …)
- inference (What does this quotation suggest about …?)
- literary features (What is the impact of this simile?)
- linguistic features (Why does the writer use ellipsis here?)
- narrative structure (What is the most tense moment in this extract? How do you know?)
- character (Why is the character dressed like this?)
- vocabulary (What does this word mean?).
In pairs, learners take the next two or three paragraphs and devise their own questions covering the same
skills as above and give to another pair to complete.*
Do some reading exercises, such as:
- ask learners to put words back in the correct gaps
- change some words and challenge learners to find them
- jumble the order of the text for learners to unscramble
- ask learners to add suitable subheadings to paragraphs
- ask them to highlight different features in different colours.
Ask learners to convert an extract (or even whole story) into a version for very young children. Give them
an example of a young children’s text and a tick list of ‘must have’ features, e.g. short sentences; direct
speech; finite verbs; adverbs of degree (quietly, softly, just, only, very, too); different punctuation marks to
simulate the spoken voice; repetition; rhyme.*
Evaluation/assessment
Activities marked * are suitable for teacher/self/peer assessment.
Unit 3B enables learners to explore the main conventions of pre-20th century drama.
Outline:
Unit 3B begins with a focus on the conventions of drama and consideration of key aspects of performance. Exploration of a play by George Bernard
Shaw provides learners with opportunities to further consider how character, plot and theme can be presented and developed. There is coverage of
Elizabethan theatre and the work of Shakespeare.
Knowledge/skills:
Conventions of drama; note-taking; features of fluent and engaging oral delivery; collaboration and discussion; reading skills – retrieval/location,
inference, use of appropriate evidence; understanding character, theme and viewpoint; key sentence and punctuation skills.
Drama performance
Words enunciated clearly
Right pace of delivery
Suitable gestures
Appropriate stance/positions
Character conveyed
Tips for improvement
Context of drama
In groups, learners compile a fact sheet on particular aspects of theatre from another time context (e.g.
Shakespeare’s theatre, Greek theatre) for another group/class. Give them suitable materials to
read/highlight. Give each group one area to focus on.
Pair up groups and ask each group to present their fact sheets to the other. They should ask questions for
clarification, using question stems, e.g. I am not sure about … Can you tell me more about …? Which fact
do you think is the most important? If you had more time, what …?
Show a video of a chosen play, e.g. for Shakespeare, Shakespeare: The Animated Tales (2013) The
Tempest, Macbeth, and A Midsummer Night’s Dream are suitable for Stage 7. Then read through the first
few scenes or first act. (Use a suitable schools’ edition, such as one which gives the lines of the play on one
page and a ‘translation’ on the facing page.) Give learners straightforward points about
characters/themes/plot. Ask them to find a quote to support these.*
Evaluation/assessment
Activities marked * are suitable for teacher/self/peer assessment.
Unit 3C enables learners to explore some key features of pre-20th century poetry.
Outline:
Unit 3C begins with a focus on what learners know of some key terms/conventions. From this, you should be able to build a unit of work around
learners’ needs.
Knowledge/skills:
Poetic and linguistic devices; poetic form; themes, ideas, viewpoints; sociocultural context; reading skills – retrieval/location, inference, use of
appropriate evidence; key sentence and punctuation skills; collaboration, discussion and presentation.
7Ro1, 7Ro2, 7Ri1, 7Rw1, Conventions, personal preferences and in-depth study
7Rw2, 7Rw3, 7Rw4, 7Rw6, ‘Test’ learners on what they know/remember about: narrative and non-narrative poetry, stanza, verse,
7Rw7, 7Rv1, 7Rv2, 7Rv3, simile, personification, metaphor, rhyme, alliteration, assonance, consonance and repetition. Ask them to
7Wo2, 7Wa2, 7Wa6, 7Wa7, underline/highlight examples in poems.*
7Wa8, 7Wt1, 7Wp1, 7Wp3, In pairs, learners share answers and reach an agreed answer. Encourage pairs to ask three questions they
7Wp5, 7Wp6, 7Wp7, 7Ws1, would like clarified or have more information on.
7SL1, 7SL2, 7SL3, 7SL4, Learners read out a favourite poem and give three reasons for why they like it. Give them guidance on
7SL5, 7SL7, 7SL9 enunciation, stance, pace of delivery, emphasis, volume. Stick the poems on the wall.
Read a selection of poems, for example:
- A Walk through the Woods by Rudyard Kipling
- The Listeners by John Clare
- La Belle Dame Sans Merci by John Keats
- The Tyger by William Blake
- Ozymandias by Percy Bysshe Shelley
- Jabberwocky by Lewis Carroll
- The Lady of Shallot by Alfred, Lord Tennyson
- The Eagle by Alfred, Lord Tennyson
Ask learners to vote for which two they prefer. These two poems can then become the focus of study.
Use some of the following activities to steer learners into an in-depth exploration of each poem:
- predict what the poem is about from the title
- suggest a different title
- tell the ‘story’ of the poem in 100 words
- fill in missing words
- fill the gap with the right word from a group of synonyms
- put the poem back in the right order
- work out where a missing line goes – choose from a cluster provided
- highlight words understood / not understood and clarify with a partner
- highlight different lexical fields, e.g. positive/negative
- choose favourite images from the poem and draw them
- find examples of specified literary/linguistic devices and comment on their impact on meaning
- research the social, cultural and historical contexts of the poem
- write up a biographical entry for the poet
- sort poems into groups, determine the odd one out
- learn by heart one line of the poem each, then recite the complete poem round the class
- present the poems chorally.
Give learners a writing fame to write an informed response.*
Evaluation/assessment
Activities marked * are suitable for teacher/self/peer assessment.
Class: 7X Date: 13/05 Title of unit: Unit 1A: Horror and suspense Framework code: 7Wp1
Learning context Lesson 1 in sequence. Focus on sentence beginnings, connectives, length. Will later write their own horror/suspense text using these.
Learning Provide clarity and emphasis in writing, using a variety of sentence lengths, structures and subjects.
objective/s
Learning intention I will be able to vary sentence length, structure and sentence starters in my writing.
An example of poor Adult support Targeted teacher support for particular Opportunity for more complex
writing individuals/groups tasks/thinking
Task cards Modified tasks Targeted / different level of teacher
questioning
Modified resources
Resources adapted Frequent opportunities for purposeful talk
Class: 7X Date: 13/05 Title of unit: Unit 1A: Horror and suspense Framework code: 7Wp4
Learning context This is lesson 2 in the teaching sequence, building on learners’ use of sentence starters.
Learning objective/s Build up detail and convey shades of meaning through sentence structure, e.g. controlling order of clauses, expanding verb phrases.
Learning intention I will know how to vary the position of clauses in a sentence.
Five example Adult support Targeted teacher support for particular Opportunity for more complex
sentences individuals/groups tasks/thinking
Main and subordinate Modified tasks Targeted / different level of teacher
clause strips questioning
Resources adapted Frequent opportunities for purposeful talk
Three text extracts
Annotated exemplar Learners grouped/paired for specific Learners have opportunity to
text learning purposes ask questions / pursue misconceptions
Highlighters Writing frame / language support Varied learning styles incorporated
provided
Speaking frame / question stems Learners have personal targets
provided