Appendix 1

Appendix 2

Appendix 3

LESSON PLAN 11ENA: 3 September 2015

Learning Outcome:

(1) To analyse and discuss unfamiliar texts.

Success Criteria:

(1) Analyse unfamiliar text exam questions and pull out key words;
(2) Annotate an unfamiliar text in preparation for a close reading answer.

Timing

Activity

5 mins

Brief discussion: exam experiences

(write down)
Discussion activity

15 mins

Silent Reading of Text Extract (10 mins)

Discussion What were the key ideas?
What was the writers purpose? (5 mins)

10 mins

Review of Practice Q (5 mins)

Discussion (5 mins)

Instructor Notes

What were our feelings about the exam? What did we find easy
about the close reading? What was hard? What skills do we need
to acquire before the external exam?
Activity today: Focus on the process of preparing for a close
reading - in particular, ANNOTATION.
Why do we annotate? Keeps a record of our feelings and
thoughts as we read text means we can keep our minds clear
and answer with clarity and evidence!
To start with, giving you a text extract of the kind you might see in
an exam non-fiction. Read through it silently, pens down. Form
your own reading of key ideas of the text something you might
be comfortable sharing. When you feel ready, raise your hand to
let me know youre done.
Discussion: key ideas. Might be along the lines of: we should care
more for animals (why?), humans are destructive, humans have the
power to change (and NEED to change, to save the rhinos)
Now giving you a set of questions for this text. Read through these
silently once. Second time, I want you to annotate questions.
Who knows what I mean by annotate?
What do you think I want you to annotate? We are looking for
keywords in Q what is the question asking us to do?
So, based on annotations, what do we need to know? What sort of
things is the question asking us?
Who is the writer speaking to?
What is the writers tone?
Is the writer trying to convince me or inform me of something?
How are they doing that?
What language features is the writer using?

Sources
Post its

Article: A Picture of Loneliness

Practice Question Sheet

20 mins

Annotation

10 mins

Class Annotation on Whiteboard

What does the writer want me to understand?

With these things in mind, pick up your pens. Going to go over the
article again, and this time were going to annotate pull out
things that we think will answer these questions.
Can do this however you like you might want to highlight, might
want to write down techniques beside highlights, you might want
to note your thoughts in the margin as you find things (how they
affected you), you might select parts that stand out to you, or parts
you find effective.
If you have any questions just raise your hand. After 15 or so
minutes we will come back together and share what weve found.
Pop up and annotate the whiteboard write down anything thats
new to you.
Instructor to add anything useful that they may have missed
HMWK potential new terms? Juxtaposition, pun, euphemism

Whiteboard
Projector/Pens/Article

Appendix 4
LESSON PLAN 13ENA: 15 September 2015
Learning Outcome:

(1) To analyse how to approach unfamiliar text questions.

Success Criteria:

(1) Plan OR write an answer to one of the Mending the Bridge Questions.

Timing

Activity

5 mins

DO NOW:
(a) If you were in class yesterday: In your
workbook. List three language
techniques you feel comfortable pulling
out from text and interpreting. List AT
LEAST one language feature you feel
less comfortable with either you never
find it, or you dont feel comfortable
talking about its effects.
(b) If you werent in class yesterday,
please see Miss Forster to collect your
resources.

5 mins

Oral revision of previous class

Instructor Notes

5 mins

Class Breakdown of Q2 Q + A Session

Re-explanation of strategy
Started looking at a strategy to help us from getting stressed in the
exam and losing focus. Instead of looking at the text as one
terrifying blob that we need to understand all at once, we use our
checklist to focus what we need to understand about the text and
what evidence we need to pull out from the text.
STEP ONE: Breaking down the question into key words and
using these key words to complete a checklist. Come up with
synonyms for key words. Think about what kind of answers you
might expect to find in the text for instance, with relationship: a
positive relationship/a negative relationship;
STEP TWO: Annotating the text, with the requirements of your
checklist in mind. Pull out things that relate to your checklist
ask yourself: do these things help me answer the question? If it
helps you can add them as bulletpoints beside/below your
checklist.
PRACTISE: Write on the board pull out key words.

Sources

Whiteboard space

5 mins

Instructions

5 mins

Instructions

20 mins

OPTION to discuss as a group. We will

be working on Question 1.
After return to writing out an answer to
the question.

(1) Mood what mood? Synonyms for mood?

(Ambience/Atmosphere/Tone) (2) How is it established?
(Language features)
(3) Emotion what emotion? (Feelings/Personal
Response/Reaction) (4) How is it provoked? (Language features)
STEP THREE: Answering the question, using your checklist as a
reference point. Your focus needs to be relating your answer back
to those key words.
Discuss options: (a) Write answer for the rest of period hand in
for my review (b) Work with me in a discussion group to break
down this text will come up with a plan for an answer to be
completed in own time.
Up to your preferences which group you would prefer. Those that
want to codify skills in writing free to write on own. Those who
might prefer shaking things up a bit/engaging in a bit of a
debate/who have questions with me.
You are free to shift across the groups if you choose.
My expectation for those completing independent answers,
however, is that you will do so under exam conditions. If you
breach these conditions, you will be joining the discussion group.
Lead discussion.

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