eng 1 young dragons

En

glis

h.K

S3 Cycle C

urriculum Pack. Version 1. January 2009

English

KS3 Cycle Curriculum PackProject one – Young Dragons

.1

Summary

Young Dragons is a project that provides an opportunity forstudents to explore the importance and potential of publictransport, while improving on their speaking, listening andpersuasive writing skills.

• Students will work in groups to perform a role-play based on BBC2’sDragons’ Den

• Students will negotiate a list of requirements for the perfect mode of transport, taking into consideration matters such as global warming,parking, health and safety, speed of travel and cost

• The unit will involve planning, debating and learning techniques ofpersuasion and reconciliation

• It will be an exciting, high-impact unit that will build relationships andconfidence, and raise awareness of transport issues, which is firmlylinked to the National Curriculum for English

Students will initially debate the issues relating to transport, identifyingconflicts and concerns. They will then split into two groups, the Dragonsand the Inventors.

The Inventors will design the ‘ideal’ form of transport, negotiating andcompromising until they reach a whole-group consensus.

The Dragons will prepare to be a judging panel. They need to agree on a set of criteria against which the Inventors’ designs can be judged.

The unit will conclude with a class debate, in which the teacher canformally assess the class on speaking and listening. Also provided arematerials to allow students to self- and peer-assess.

Young Dragonssummary

Teachersonly

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.2

Teaching delivery map

Young Dragonsteaching delivery map

Teachersonly

Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA) scheme of work – KS3 strategy

Subject Unit summary

Speaking and listening • Speak fluently and appropriately in different contexts• Structure their talk clearly• Use rhetorical devices for emphasis• Use visual aids and images to enhance communication• Ask questions and give relevant and helpful comments• Identify the major elements of what is being said

Writing • Develop arguments and cite evidence• Use persuasive techniques and rhetorical devices• Anticipate reader reaction

Areas within a School Travel Plan (STP)

Section of the STP How does the project link to the STP criteria?

Part 1 – Tell us about your school Students need to identify travel issues in order to invent solutions to them.

Part 4 – What exactly do you Clear criteria for travel success are drawn up and want the plan to achieve? negotiated in student-led groups.

Part 6 – Monitoring, reviewing Ideas and plans are analysed and critiqued within and progress reporting a safe structured debate.

En

glis

h.K

S3 Cycle C


English


Page 1.3

Teaching delivery map

Areas within Every Child Matters (ECM)

Objective How does the project link to the ECM objective?

Be healthy Health and fitness will be an area of considerationat the planning stage of the project.

Stay safe Similarly, safety will be a key concern.

Areas within Healthy Schools (HS)

Core themes In what way does the project link to the HS core theme?

Personal, Social and Health Personal responsibility and democratic processes will Education (PSHE) be considered by the class as part of their group work.

Physical activity Hopefully, the benefits of using our bodies to travel will be identified by student groups.

Young Dragonsteaching delivery map

Teachersonly

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.4

Teaching notes and

lesson plans

Lesson 1Group discussion Lesson 1 is a chance for students to begin working in groups. They areencouraged to consider transport issues and begin thinking about prioritiesfor their own inventions.

Lesson 2Persuasive writingLesson 2 is a more conventional teacher-led lesson, providing the studentswith a toolkit of persuasive devices to use in their speaking and listeningassessments.

Lesson 3Your inventionLesson 3 is a creative group-work lesson. The students invent theirtransport and write persuasive descriptions to deliver as presentations in the Dragons’ Den.

Lesson 4Into the Dragon’s DenLesson 4 is a speaking and listening assessment lesson. Students presenttheir ideas and question each other on their inventions. They are alsoencouraged to peer- and self-assess according to criteria for success.

Young Dragonslesson plans

Teachersonly

En

glis

h.K

S3 Cycle C


English


Page 1.5

Teaching notes and

lesson plans

Group discussion

Slide 1 – This project will focus heavily on group-work skills. The learningfocus needs to be on the dynamics of a group from the first lesson.

Slide 2 – This activity allows the students to consider their own experiences.It asks them to question the modes of transport they use and consideralternatives. This is a good thinking starter which gives every studentsomething to do as the register is taken and all the class settle ready for the lesson.

Slide 3 – The students are first asked to talk in pairs. This will break the ice for those who find group discussions intimidating. Teachers need to carefully consider the impact of seating plans on the success of this lesson.

Slide 4 – This is a key word. Encourage the students to discuss the word‘ideal’, and consider whether it is a realistic or desirable goal. It might beworth making a distinction between, for example, an unobtainable ‘ideal’body and a highly desirable and beneficial ‘ideal’ mode of transport. For higher-ability students, it is also worth considering how what is ‘ideal’ in one circumstance is not in others. Is it possible to define an ideal?

Slide 5 – The teacher leads a discussion that collects the ideas of theclass. Here a teacher can intervene if an important feature of transport is overlooked.

Young Dragonslesson 1 – structure

Teachersonly

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.6

Teaching notes and

lesson plans


Teachersonly

Group discussion (continued)

Slide 6 – Here a teacher is well advised to have planned carefullybeforehand. Depending on the students, it might be better to have pre-arranged the groups. You might want two sets of Inventors and two of Dragons, to keep the group sizes to a manageable level. It might also be appropriate to have only one group of Dragons, perhaps made up of lower-ability students, who then have the status of a formal judging roleand a more structured job to do. A teacher can then work closely with the Dragons to help model and scaffold the judging process.

Slide 7 – Please see worksheets provided to help scaffold these activities.

Slide 8 – This plenary helps the students to reflect on their experience of group work. Over the next series of lessons they can be encouraged to work to improve upon their own contribution.

Resources:

Worksheet 1 Dragons!

Worksheet 2 Inventors!

PowerPoint™ Slide presentation

En

glis

h.K

S3 Cycle C


English


YoungDragons...Handouts and worksheets for photocopyingLesson 1

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English


Page 1.9

Lesson 1

Worksheet 1

Page 1 of 1

Dragons!

Name Date

Class

Write in this box your ideas of what you are looking for in the

perfect form of transport.

You need to order your ideas, with the most important first and the

least important last. Try to get everyone in the group to agree!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.10

Lesson 1

Worksheet 2

Page 1 of 1

Discuss your ideas of the perfect form of transport. Try to get

everyone in your group to agree.

What is it made of?

What does it look like?

Is it environmentally friendly? How?

Sketch your ideas here.

Inventors!

Name Date

Class

En

glis

h.K

S3 Cycle C


English


Page 1.11

Lesson 1

PowerPoint 1

Page 1 of 3

Positive roles in group discussion

English Young Dragons Lesson 1Positive roles in group discussion

Objective –

To take a positive role in a group discussion.

Curriculum Focus on Cycling 2008 Transport for London


Starter –

How do you get to school?

What other ways could you use to getto school?

Why don’t you use these other ways?



In pairs –

Consider what the ideal form of transport might be like. Include ideas about:

– Cost

– Convenience

– Speed

– Environment

– Health

– Safety


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.12

Lesson 1

PowerPoint 1

Page 2 of 3



What does ideal mean?

Can we achieve the ideal?




Features of ideal transport

Environmentally friendly


You will now be split into either Dragons or Inventors.


En

glis

h.K

S3 Cycle C


English


Page 1.13

Lesson 1

PowerPoint 1

Page 3 of 3



Dragons –

If you had to judge a competition to design the ideal form of transport, what would you be looking for?

In groups, make a list of ten things and agreethe order of importance.

Inventors –

In teams, come up with some ideas of the ideal form of transport.

What features will it have?



Plenary –

What role did you take in your group?

Did you contribute to the discussion?

Did you talk too much?

Did you listen to others?

Did you come up with ideas?

Did you help others to stay on task?


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English


Page 1.15

Teaching notes and

lesson plans

Teachersonly


Persuasive writing

Slide 1 – The students need a toolkit of persuasive techniques to use in the Dragons’ Den. You may have already covered some of thesetechniques with the students, but it is useful to cover them again, with specific focus on travel.

Slide 2 – This brief discussion allows the students to clarify the key wordand share previous knowledge.

Slides 3, 4, 5 – This activity allows students to make conscious decisionsabout word choice.

Slides 6, 7 – Try to encourage your students to invent plausible facts andfigures – the focus should be on persuasion and not accuracy! This skill of ‘faking’ fact is very useful to students in English, where it is the ‘how’and not the ‘what’ that is assessed.

Slides 8, 9 – A very useful technique.

Slides 10, 11 – This technique also helps the students keep their writing in the third person with an appropriate degree of formality.

Slides 12, 13, 14 – Enjoyable games that encourage the students to sharetheir ideas and constructively criticise each other’s work.

Resources:

Worksheet Persuasive techniques

PowerPoint Slide presentation

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English



En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English


Page 1.19

Lesson 2

Worksheet 1

Page 1 of 1

Persuasive writing techniques

Name Date

Class

1. Emotive language – Examples of emotive words

2. A sentence using facts and figures.

3. A sentence containing a rhetorical question.

4. A sentence that includes the audience.

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.20

Lesson 2

PowerPoint 1

Page 1 of 5


English Young Dragons Lesson 2Persuasive writing techniques

Objective –

To learn techniques to make ourwriting persuasive.



What is persuasion?

What persuasive techniques do youalready know?



Emotive language

Words can make us feel certain emotions.

Depending on what you want your audience to do, it helps to influence how they feel.


En

glis

h.K

S3 Cycle C


English


Page 1.21

Lesson 2

PowerPoint 1

Page 2 of 5



For example, if I wanted to persuade you todonate money to help poorly kittens, I mightwant you to feel pity for the kittens.

Words to make you feel pity –

Innocent

Vulnerable

Young

Weak

Helpless

Soft

Bewildered

Hungry



Which words could we use to make ourinventions sound really good?

Healthy

Innovative

Efficient

Ground-breaking

Unique

Marvellous

Responsible

What others can you think of? Write three on your worksheet.



Facts and figures

Make yourself sound as if you have studiedyour subject and know everything about it.

Use numbers to persuade your audience thatyou know more than they do!

For example:

– 98 per cent of people surveyed said theywould definitely buy my invention if it wasavailable in the shops


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.22

Lesson 2

PowerPoint 1

Page 3 of 5



On your worksheet, write a sentence thatuses facts and figures to persuade theDragons to choose your invention.



Rhetorical questions

These are questions that you ask even thoughyou already know the answer.

Do you want me to punch you in the nose, buster?

Do you really want to fail your exams?

How many times do I have to tell you?

Do you really want your children to be knocked over by a car?



On your worksheet, write a sentence thatuses a rhetorical question to persuade theDragons to choose your invention.


En

glis

h.K

S3 Cycle C


English


Page 1.23

Lesson 2

PowerPoint 1

Page 4 of 5



Including the audience

Using words such as you, we, us and togethermakes the audience feel that you are talkingdirectly to them.

For example:

– Together, we can help save energy



On your worksheet, write a sentence thatincludes the audience to persuade theDragons to choose your invention.



Now, see if you can guess which twotechniques are being used here:

We must do something to stop the horrificdamage private cars and lorries are causing to our environment.


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.24

Lesson 2

PowerPoint 1

Page 5 of 5



Share some of your sentences and see if you can spot the persuasivetechniques being used!


En

glis

h.K

S3 Cycle C


English


Page 1.25

Teaching notes and

lesson plans

Teachersonly


Your invention

Slide 1 – The emphasis is still on working collaboratively. If the groups are carefully organised, lower-ability students will be supported by higher-ability ones.

Slide 2 – For this lesson, the Dragons need to be sent as ‘advisers’ into theInventors’ camps! This is so that they can join in with the use ofpersuasive techniques. They can also advise the Inventors about their listof requirements.

Slides 3, 4, 5 – Please see worksheet to support this activity. An exampleis provided on Slide 4 to help the students understand their brief. Slide 5helps them identify the use of persuasive techniques, and also serves as a reminder of the last lesson’s learning.

Slide 6 – A very simple self-evaluation activity helps them as a group to consider their achievement and reflect on the success of their lesson’s work.

Resources:

Worksheet Your invention

PowerPoint Slide presentation

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English



En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English


Page 1.29

Lesson 3

Worksheet 1

Page 1 of 2

Your invention

Name Date

Class

Name of your invention:

Illustration of your invention

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.30

Class

Write your explanation here – remember to include

persuasive techniques!

Name Date

Lesson 3

Worksheet 1

Page 2 of 2

Your invention

En

glis

h.K

S3 Cycle C


English


Page 1.31

Lesson 3

PowerPoint 1

Page 1 of 2

A group of inventors

English Young Dragons Lesson 3A group of inventors

Objective –

To work as a group to write a clear explanationincluding persuasive techniques.



Dragons –

Each Dragon needs to join an Inventors groupto give advice.



Each group now has to produce the following:

– An illustration of your invention with labels

– A written explanation of your invention using persuasive techniques

There is an idea on the next slide – I’m sure you could all do better than this!


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.32

Lesson 3

PowerPoint 1

Page 2 of 2

A group of inventors


A people-powered car

Look – can you spot somepersuasive techniques inthe explanation?

Explanation

You all need one of these amazingcars. They run without any use offossil fuels, they are extremelycheap to run, and they keep you fit and healthy in a fun way!

We all know that the planet is beingseriously injured by our use ofwasteful and expensive fossil fuels.Using our bodies to power ourvehicles is a sensible way toimprove the health of both ourbodies and the environment. Eighty-five per cent of people we surveyedagreed that the fabulous ‘people-powered car’ would improve thequality of their life.

Do you really want to miss out?



Plenary –

Have you:

Used emotive language?

Used a rhetorical question?

Included the audience?

Used facts and figures?


En

glis

h.K

S3 Cycle C


English


Page 1.33

Teaching notes and

lesson plans

Teachersonly

Into the Dragon’s DenEach class teacher will need to arrange the fourth lessonaccording to the needs and strengths of the class. Below aresome suggestions and tips:

It would be useful, if possible, to show the students a clip of the BBC2show Dragons’ Den, so they can see the structure of presentation and questions.

A teacher might decide to discuss the self- and peer-assessment grids at the beginning of the lesson, to ensure that everyone understands howto succeed.

Arrange the Dragons at the front of the class. They can have with them the prompt sheet from Lesson 4 to help scaffold their responses. EachDragon or pair of Dragons can take the lead for a different Inventor or team of Inventors, thus allowing everyone a chance to take a leading role.

The Inventors need to stand in front of the Dragons. They can have theirplanning sheet with them from Lesson 3, but should be encouraged not to simply read their responses from the sheet.

The Inventors first of all present the invention, showing the picture andusing persuasive techniques. Then the Dragons can ask questions about it, using the prompt sheet for ideas.

If videoing equipment is available, it would be useful to record the lesson.At a later date the students can then observe their own performance andassess it using the peer-/self-marking grids.


En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.34

Teaching notes and

lesson plans

Teachersonly


Into the Dragon’s Den (continued)If videoing equipment is not available, students can assess each other and themselves using the peer-/self-marking grids during the actual lesson.This means that everyone has something to do, even if they are notinvolved directly in the discussion at any given moment.

The Dragons (possibly with teacher support) need to decide on a winner at the end of the lesson, and give the reasons for their decision. A scaffoldfor this is provided.

The outcome of the lesson is that everyone is able to decide on a targetfor their own improvement in speaking and listening.

Resources:

Worksheet 1 Self-assessment grid

Worksheet 2 Peer-assessment grid

Worksheet 3 Dragons’ prompt sheet

En

glis

h.K

S3 Cycle C


English



En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

En

glis

h.K

S3 Cycle C


English


Page 1.37

Class

Name Date

Lesson 4

Worksheet 1

Page 1 of 1

Self-assessment grid

Things to consider Tick or

cross

Did I speak clearly, slowly and audibly?

Did I pause for full stops and commas?

Did I look at my audience?

Did I use persuasive techniques?

Did I answer questions clearly and thoughtfully?

Did I avoid using slang?

Did I avoid saying things such as ‘um’ and ‘er’?

What do I need to do to improve my speaking and listening?

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

English


Page 1.38

Class

Name Date

Lesson 4

Worksheet 2

Page 1 of 1

Peer-assessment grid

Things to consider Tick or

cross

Did they speak clearly, slowly and audibly?

Did they pause for full stops and commas?

Did they look at the audience?

Did they use persuasive techniques?

Did they answer questions clearly and thoughtfully?

Did they avoid using slang?

Did they avoid saying things such as ‘um’ and ‘er’?

What advice would you give them to improve their speaking and listening?

En

glis

h.K

S3 Cycle C


English


Page 1.39

Lesson 4

Worksheet 3

Page 1 of 1

Dragons’ prompt sheet

Name Date

Class

Questions you could ask:

1. Is your invention easy to use?

2. Is it expensive to run?

3. Is it environmentally friendly?

4. Who would want to use your invention?

5. Is it safe?

6. Is it easy to park?

7. How fast can it go?

Decision time:

a. Which invention are you most impressed with?

b. What were the positive points about it?

c. Any negatives about it?

d. Why was it the best overall?

En

gli

sh

.K

S3 C

ycle

Cur

ricul

um P

ack.

Ver

sion

1. J

anua

ry 2

009

eng 1 young dragons

Documents