Insert two photos of students who have struggled but come good
What do these people have in common? Answers on a postcards.
Honda "Impossible Dream" Commercial -‐ YouTube
Your Journey so far… •
How do we enable the Year 9 student to ‘evolve’ into a highly successful and confident Year 11 Learner?
mind set
nly o g n i Teach hen w alive e to be a u conEn teacher. r beFe
Ever evolving process
Bespoke Training
YOUR JOURNEY
Is it possible to be outstanding all of the time? Easy? Impossible?
1. TWO FOLD UNWAVERING BELIEF 2. CHANGE 3. SUCCESS FOR ALL
Outstanding  Learner Â
“I’ve learned that students will forget what you say, they will forget what
you do, but they will never forget how you make them feel.”
Introducing Learning introducEon to the AcEve teaching and learning experience. ConsolidaEng ReflecEng on the learning experience
Contextualising Learning Explaining what, how, why
Applying and Assessing Learning Students apply understanding and teacher assesses student understanding.
Unlocking Learning Introducing key skills through a series of acEviEes. Modelling and DeconstrucEng Learning Being the expert-‐ modelling how to uElize the skills taught.
DiluE
on?
INTRODUCING LEARNING
Inquire
Explore
What does a fly symbolise?
• Other subject examples to go in
CONTEXTUALISING LEARNING
Outstanding  Learning Â
Cause : Writing out the learning objectiv es every lesson
Something you have learned today… • Some found it difficult to expand • Some were very reflecEve
• And the down right weird!!
SO WHAT ARE YOU LEARNING?
A collection of very rare and very special animals have been abandoned by their previous owners and need new loving homes. Your mission: Create a leaflet that persuades people to adopt these very special animals and give them a loving home. Only you with your special language powers can make this happen‌‌ Best of luck
UN-LOCKING LEARNING
The skills are developed through a series of acEviEes Where appropriate kinaestheEc, visual and auditory resources are used
A variety of engaging approaches and expertly paced tasks are evident These acEviEes are designed to allow the learner to experiment with the skill, posiEvely ‘struggling’ with the concept to truly embed it This level of understanding creates confident, resilient learners who are willing to take risks.
KEY SKILLS
Vocabulary for success
KEY CONCEPT OR KNOWLEDGE
Mother Mother What informaEon does this single word provide?
Refugee camp
e v i t c A o t o r int T+L y e n r Jou
CONTEXTEXPLAIN WHAT, HOW AND WHY
Unlocking k ey skills concepts and knowledge
MODELLING DECONSTRUCTING LEARNING
I lower myself gently down the last few feet of pink, granite rock, attempting to pick my way through the broken and smashed jungle. The body of the aircraft has torn through the palms and dense foliage forming a deep scar in the otherwise flawless landscape. I lose my footing in amongst the creepers and broken trunks falling heavily, I grasp at the splintered branches in an attempt to gain my balance. The heat, a visible haze, distorts the images of the fallen tree trunks and tangled creepers. A bird, a flash of blue and silver, disturbs the haze and silence with a single, witch like cry. Once disentangled I steal away through the branches clambering over a broken trunk and exit the distressed, jungle environment. Cautiously, I part the dense, dark curtain of palm leaves and step into a noiseless unknown... Wonderment.
The shore is lined with palm saplings, a series of coarse trunks guard the water’s
edge. The palm’s green feathers dance in the light breeze unaware of the destruction in the surrounding jungle. The white surf disturbs the tangled reflection of quivering palms in the polished water. As I approach the water’s edge I see a school of tiny, gold, glittering fish flicking amongst the tropical weed and efflorescent coral.
Look carefully at the model. Where you see examples of the writing tools listed below, number them accordingly in the model.
1. 2. 3. 4. 5.
6. 7. 8.
Tool Consistent use of first person Adverb
Definition Question to check if unsure Use of first person Can you spot I, me or my? pronouns A description of the action. Does the word tell you how the action is being performed? Sophisticated Verbs An action that gives the Can you ‘do’ the word? reader an idea of the intent. Adjectives Use of words to describe Do the word/words describe an objects. object? Use of commas Punctuation mark used to Can you spot the comma after an cause a pause, separate adverbial start? clauses. Or around additional information within a sentence? Connectives Words that join together Does the word link past/present? two ideas Does the word suggest time has passed? Use of present Words are written as Can you spot any 'ing’ endings or tense throughout though the action is verbs like ‘is’? currently taking place? Use of single words Words used in isolation for Can you spot a single word with effect capital letter and full stop?
APPLY LEARNING
I understand: - the assessment criteria - the meta cognitive skills required
ASSESSING LEARNING
CONSOLIDATING LEARNING
Introducing Learning introducEon to the AcEve teaching and learning experience. ConsolidaEng ReflecEng on the learning experience
Contextualising Learning Explaining what, how, why
Applying and Assessing Learning Students apply understanding and teacher assesses student understanding.
Unlocking Learning Introducing key skills through a series of acEviEes. Modelling and DeconstrucEng Learning Being the expert-‐ modelling how to uElize the skills taught.
Learning
Teaching And
Knowledge
Overall Assessment
4 ways to use a comma
A musical link to language?
The music of language
InteresEng rhythm?
.,.,.,.,.,.,. Language is the melody punctuaEon creates rhythm
SO WHAT ARE So what are wYOU e learning LEARNING?
Is this a dagger which I see before me the handle toward my hand come let me clutch thee i have thee not and yet I see thee sEll art thou not fatal vision sensible to feeling as to sight or art thou but a dagger of the mind a false creaEon proceeding from the heat-‐ oppressed brain I see thee yet in form as palpable as this which now I draw thou marshall'st me the way that I was going and such an instrument I was to use
I’m an actor baby • PunctuaEon enabled actors to understand when to pause
At present I am unable to use commas with any confidence.
I confidently use commas correctly at all Emes.
I went to the supermarket and I bought… I went to the shops….
Sophie is walking….. Mike is walking...
• Rudely • Quietly • Roughly • Sadly • Seriously • Smoothly • Softly • Suddenly • Violently
2
Silently, hJames e crept i n. Bond Effect… • Silently, he crept in.
1. Separate items in a list 2. Acer an adverbial start
1. Comma-‐ draw back 2. Open speech marks-‐ tap with lec 3. Capital leFer-‐ hold up 4. Text-‐ run around 5. Full stop-‐ bounce 6. Close speech marks-‐ tap with right Mrs Turner said, “ Damon come to the front of the room please.”
3
Simple-‐ 4 Damon kicks the ball to Alex.
Embedded clause-‐ Damon, cleverly avoiding the defender, kicks the ball to Alex.
In the staff meeEng today… At the beginning of the lesson the music blasted out loudly from the speaker, but this was not Mrs Turner going crazy: it was part of the lesson. It was explained that we had to tap on the desk to the beat of the music. This secEon of the lesson demonstrated how to ‘engage’ the students from the moment they walked into the classroom. Mrs Turner put the skill being mastered into context. She said , “Language is the melody and punctuaEon is the rhythm.” CauEously , I listen to what she was saying as I didn’t really understand what she meant. She then explained that commas are used in lists, and she got us to take part in a shopping list acEvity. Miss , carefully explaining that commas can be used within a list, then told us we had to come up with an item we would buy in a teachers’ fantasy supermarket. This secEon of the lesson demonstrated the importance of group discussion prior to contribuEons enabling learners to feel confident, secure and fully prepared to answer the teacher’s quesEons. It iniEally appeared as if some of the teachers had gone mad as they power stomped around the room! They were physically demonstraEng the concept of adverbs. Mrs Turner got us all to moan, and we were all very good at that! Carefully , Mrs Turner explained how to create ‘the James Bond’ effect in wriEng by using adverbs at the beginning of sentences. I now know that a comma should always go immediately acer an adverb that begins a sentence. Then a couple of footballs came out, unusual in an English lesson, to help explain how to use a comma around an embedded clause. This really helped me to understand how to use embedded clauses, and now I feel I can confidently, effecEvely and accurately use commas correctly. The final exercise that I did was to analyse a sheet with commas in highlighEng them, and then annotaEng why the comma has been used. Oh that is what I am doing now…….
Why has the comma been used? • • • •
Commas in a list or between adjecEves Commas acer an adverbial start Commas before direct speech Commas around an embedded clause
I have learnt to use commas: 1. When separaEng items in a list 2. Acer an adverbial start 3. Before direct speech 4. Around an embedded clause
WHY- I have learned how to use commas effectively to enhance my writing- providing a ‘rhythm’ which will heighten the reader’s enjoyment.
Is this lesson outstanding??
Now its your turn
cturner@worcs.tgacademy.org.uk Â