DUDLEY COLLEGE LESSON/SESSION PLAN 2009/10

Teacher Michael Killin Date 23/03/10 Course Literacy

& Payroll
No
Course 5ESLNFDJU1 Lesson Explanatory/Informative text types
Code title/topic
Room communit Length 150 Learners on 4M Completed risk
No y of register 11F assessment number
lesson (M/F)*
Lesson Outcomes  Identify the main features of an explanatory and informative text.
“By the end of the lesson, the
learner will be able to”
Rt/E3.2/L1.2/L2.2
 Find the features of explanatory/informative text types in different texts.
Rt/E3.2/L1.2/L2.2
 Construct a plan/draft for a written task.
Wt/E3.1/L1.1/L2.1
 Produce and proofread an explanatory/informative text.
Wt/E3.2/E3.4/L1.2/L1.3/L1.6/L2.3/L2.4/L2.6/L2.7

1. Being 2. Staying Safe 3. Enjoying 4. Making a 5. Economic Well

Healthy   and Achieving Positive Being 
 Contribution 
Special points to note(e.g. learner abilities/learning styles/seating arrangements /health and safety/LSA deployment)
(gender balance, ethnic composition, learner support needs)*
A group of access to Health and Social Care students assessed at L1/L2 and needing to achieve a
national test in order to progress to level 3 and go on to university. They are therefore taking this
qualification alongside their main course and the group is much larger than an essential skills
literacy group would usually be. Care needs to be taken when moving around during group activities
that all items are stored under the desk.  Many have returned to education after several years’ break
and lack confidence and social skills. Rules have had to be established concerning listening when
others are speaking and not talking over people. These rules have to be constantly reinforced.
Students tend to sit together in friendship groups and many are reluctant to work outside of these
groups. Students are, however, encouraged to work with a variety of people during both group and
pair work. One learner VF is very loud and can distract others in the group. MC and TB’s attitude is
sometimes quite defensive and they are lacking in confidence and motivation. A classroom assistant
has now been assigned to help to encourage them and help them to focus and raise confidence and
motivation levels.

There are 11 second language speakers in the class ranging  from Africa, Portugal, Somalia, Jamaica
and India and the classroom assistant and teacher have to be quite flexible to also help these students
when necessary. I am concerned that SK, IM and DN may need transferring to an ESOL course and
LR to an entry level literacy class. This is being discussed with their personal tutor. TL is also
working at a lower level. RF and TD work very quickly and need extension activities available at all
times to stretch their ability.  SV, DN, IM and AN have been referred for dyslexia assessment but the
indicators may have been high due to English being their second language. ALS will be put in the
appropriate. As students are working from L1 to L2 all resources are differentiated to allow for this
and are aimed at a variety of cultures.

There is a higher proportion of females to males in class but where possible resources are gender
neutral, questions are directed equally and gender mix is encouraged during pair/group work. There
is also a range of learning styles within the group and activities are planned to address these. Some
learning styles are yet to be established as all learners have not fully completed pro-monitor due to
difficulties with passwords. These will be completed by half term.  Due to the nature of the group
timings sometimes vary where further clarification, explanation or exposition is required.

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QS\09-10\006Lesson/Session Plan (Portrait)
Lesson content and activities: (Include Key/Basic Skills + ref. Numbers, together with evidence of
incorporating the safe learner concept and every child matters)
Time Content of Lesson Learner Activity Differentiation Basic/Key
Activities Skills ref
12.30 Register Respond to tutor prompts. Peer support
State objectives Teacher prompt
Collect homework, if LSA to support
done. lower level students.

12.35 Handout marked exams Read the exams completed in the last LSA to prompt
and review individual class and identify areas of weakness students and explain
progress. for development. any mistakes made.

12.50 Explain ‘explanatory Listen and respond to tutor prompts. LSA to prompt
and informative sorting Sort the cards into two categories – lower level students
activity’. features of informative or explanatory and clarify on
Monitor student texts. instructions /
progress and prompt terminology. Lower
when necessary. level students to sort
less text type
features.

1.10
Elicit answers from Listen and respond to tutor prompts. LSA to prompt
students and explain Answer questions when nominated lower level students
each feature using about the features of the two text if necessary.
examples on the board. types. Use the handouts to determine
Handout texts. which features belong to which text
type.

BREAK
1.30

Explain the ‘circular

1.40 complete sentence’ Listen to instructions and clarify as LSA to clarify
activity. necessary. Compose a sentence instructions and to
continuing on from a specific topic monitor student
using an allocated text type. Complete progress.
a new sentence when the worksheet
has been passed on.

Elicit students’
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QS\09-10\006Lesson/Session Plan (Portrait)
 opinions on the activity Listen and respond to tutor prompts. LSA to clarify
2.00 and explain that they Complete the evaluation checklist and instructions and to
must now evaluate the write down examples of each text type monitor student
written pieces. Elicit feature. Feedback to class and discuss progress.
responses and any corrections that had to be made
discussion on the task. and why.
Handout evaluation
sheets.

Explain the ‘writing’

activity and display Listen and respond to tutor prompts. LSA to clarify
2.10 possible topics to be Plan a written explanatory/informative instructions and to
used on board. topic by composing a mind map monitor student
(possible topics to be displayed on the progress.
board). Compose a text using ideas
expressed in the mind map using the
features of the chosen text type.

Review what students

have learnt and explain Listen and respond to tutor prompts. LSA to clarify
2.20 that they must continue Answer directed questions when instructions and to
the written task at nominated. Continue the written task monitor student
home. for homework and ensure a final progress.
proofread copy is produced.

END
2.30
Assessment opportunities (linked to lesson Forward planning/tasks set for the learners
outcomes)
Completed example of text purposes lists/peer/group Complete text of choice.
checked
Differentiated features match exercise/peer/group
checked
Completed text features example exercise/group
checked
Completed text composition/peer checked/self
evaluated/teacher evaluated
Session evaluation/teacher/students
Reflection and evaluation (How did it go? How can it be made better?)
(Were different groups of learners engaged?)

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QS\09-10\006Lesson/Session Plan (Portrait)