Pronouns lesson plan

Learning Objective	To identify what is a pronoun and the different personal pronouns that can be used in a text.
Learning outcome	Pupils will have learnt what a pronoun is, in first, second and third person. Be able to identify personal pronouns in a text and comment on their use. Understand the use of other types of pronouns. Participate in individual, small group and whole class activities to show their understanding and assessment of learning.
Key words	Pronoun, personal pronoun, Demonstrative pronouns, Possessive pronouns, Reflective pronouns, Interrogative pronouns
Starter 6 mins (Video: 3 mins) (Lesson objective, learning outcomes: 1 min) (Questions: 2 mins)	Identify lesson objective and learning outcomes. Identify assessment focus. Question1: What is a pronoun? Video exploring Pronouns: http://www.youtube.com/watch?v=yg9MKQ1OYCg (see notes A) Question: Which pronouns are in first person, second person or third person? First person I, me, myself, we, us, our, ourselves Second person You, your, yours, yourself, yourselves Third person He, him, his, himself               She, her, hers, herself It, its, itself                             They, them, their, theirs, themselves
Introduction (5 mins)	Identify the personal pronouns using a text. (see notes B) Task: in small groups circle the personal pronouns within the text. Depending on ability- a different colour for first, second and third person. Mini plenary: What do you notice about the text? What are the most common pronouns?
Development (2 mins)	Introduce other types of pronouns (see notes C) Demonstrative pronouns Express a contract between ‘near’ and ‘distant’ from the speaker This, that, these and those Possessive pronouns Express ownership Mine, yours, his, hers, its, ours, theirs Reflective pronouns Always end in –self or –selves. Their job is to reflect the meaning of a noun or pronoun elsewhere in the clause. Myself, himself, herself, themselves Interrogative pronouns Asks questions about nouns. Who, whom, whose, which and what
Plenary (2mins)	To monitor responses play game: Whole class activity. Port and Starboard, replace original words with types of pronouns. Class must run to area of the room marked with a sign for different pronouns. The teacher shouts pronouns associated with their category and students must run to correct area of room. Port,- Demonstrative pronouns, Bow- Possessive pronouns Starboard- Reflective pronouns Stern -Interrogative pronouns. Assess learning by visual responses of movement. How quickly they respond to the types of pronouns being called.
Resources	Powerpoint, extracts of text, 3 different coloured pens, posters for game, blue tack and internet access.
National curriculum:	1.1 a and c 2.1 c and g 2.2 a, c, 2.3 j, k and t
Assessment Focus:	RAF4- Identify and comment on the structure and organisation of texts, including grammatical features. WAF5- Vary sentences for clarity, purpose and effect. WAF7- Select appropriate and effective vocabulary.

           

        

Notes A:

Question 1: Which pronouns are in first person, second person or third person?

First person

I, me, myself, we, us, our, ourselves

Second person

You, your, yours, yourself, yourselves

Third person

He, him, his, himself              She, her, hers, herself

It, its, itself                     They, them, their, theirs,

themselves

What do you notice about the pronouns in the  text?

What are the most common pronouns? 

Notes B)

Alice was beginning to get very tired of sitting by her sister on the bank and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?'

So she was considering, in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that; nor did Alice think it so very much out of the way to hear the Rabbit say to itself ‘Oh dear! Oh dear! I shall be too late!’ (When she thought it over afterwards it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket or a watch to take out of it, and burning with curiosity, she ran across the field after it, and was just in time to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how in the world she was to get out again.

The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down what seemed to be a very deep well.

Notes C:

Personal Pronouns

Demonstrative pronouns

Express a contract between ‘near’ and ‘distant’ from the speaker

This, that, these and those

Possessive pronouns

Express ownership

Mine, yours, his, hers, its, ours, theirs

Reflective pronouns

Always end in –self or –selves. Their job is to reflect the meaning of a noun or pronoun elsewhere in the clause.

Myself, himself, herself, themselves

Interrogative pronouns

Asks questions about nouns.

Who, whom, whose, which and what 

Campaign literature lesson plan

Campaign literature

Learning Objective	To identify presentational devices used in campaign literature. Compare opposing campaign literature and create their own campaign literature with a political, charitable or wartime message.
Learning outcome	Pupils will learn how to analyse campaign literature. With focus on a range of texts over time and from different genres.  Political campaigns, charity and war literature. They will have used language techniques and conventions of campaign literature on an audience in their own work. Differentiation resources: G+T level 6 (Challenging political literature pictures) Mixed ability (American literature and charity) Lower ability level 4 (war time literature pictures) Choice is offered when creating own campaign literature depending on range of stimulus to challenge pupils.
Key words	Presentational devices, headings, font, slogan, subheadings, logos, capitals, standfirst, pull-quote, campaign literature, Alliteration, rule of 3, sentence types- interrogatives question, Declaratives- info, imperative- command. Direct address.
Starter 5 mins	Identify lesson objective and learning outcomes. Identify assessment focus. Modelling- Identifying the features used in presentational devices: campaign literature. Who is it aimed at? Class, age, gender?
Introduction (10 mins)	Conflicting campaigns. In pairs look at the difference in two opposing campaigns give examples. In pairs discuss and note in book: Discuss comparisons activity: What is the intended effect? What techniques have been used to convince the reader against the other party? What messages are being explored and why? Who is it aimed at (target audience)? What are the differences /similarities in the presentational devices used?
Development (10 mins planning) (25 mins) Word processing	Using stimulus and presentation devices design your own advertising campaign. Design on paper then word process finding images online to compliment campaign. Choose what type of campaign literature to create political, charitable or wartime, using stimulus ideas and personal preference (ensure variety). Remember other conventions including presentational devices: Alliteration, rule of 3, sentence types- interrogatives question Declaratives- info, imperative- command. Direct address.
Plenary (10mins)	Once printed. Think about where your campaign would be shown. E.g. on the side of buses, on television or leaflets through doors to meet target audience. Feedback in groups ideas and show campaign literature.
Resources	Handouts. White board for modelling. Books. Internet research and work processing.
National curriculum:	Key stage 3- year 9 2.1a, 2.1f, 2.3a,b,d &p. 4.3 p, d & f.
Assessment Focus:	WAF5- Vary sentences for clarity, purpose and effect. WAF7- Select appropriate and effective vocabulary. RAF5- Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. S&LAF2- Listen and respond to others, identifying main ideas, implicit meanings and viewpoints and how these are presented. Handouts:

TEDx London event!

Home » Whats On » TEDx London: The Education Revolution

17 Sep 2011 / Multiple Spaces

How can we bring on the education revolution?

Picking up the baton from Sir Ken Robinson’s latest TED Talk, this event has been designed specifically to ask this question. We'll be taking this TEDx event to a new level by making it a call to action as well as a platform for  inspirational speakers, interesting conversations and new learning. What can all those involved ACTUALLY DO to ensure that the old and irrelevant in education is thrown out? How can we build a new model of constant reinvention to ensure that education provides what industry requires and, more importantly, what young people need to flourish in today’s world?

The event at the Roundhouse will be held in classic TEDx format, with speakers talking for a maximum of 18 minutes, interspersed by regular conversation breaks.

The audience will represent much of society; people who had or did not have an education, those working within the learning sector, young people who are still at school and those within industry who have a desire to see education finally providing young people with an adaptable and diverse skillset and a passion for lifelong learning.

TICKETS ARE AVAILABLE NOW FROM THE TEDX LONDON WEBSITE AT THE EARLY BIRD RATE OF £50.

Speakers include:

Sir Ken Robinson - Education leader
Jude Kelly OBE - Artistic Director
Dougald Hine - Writer & Creator
Ken Spours - Professor of Education
Emily Cummins - Inventor
Carmel McDonnell - Social Activist
Adam Roberts - Campaigner
Dan Roberts - Teacher
Geoff Stead - Ediucation Technologist
Ewan McIntosh - Entrepreneur
Max Whitby - Filmmaker & Scientist
Georgia Mills - Student
Sophie Bosworth - Filmmaker & scientist
Nick Stanhope - CEO, We are What We Do