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1) Prepare for Learning

1) Prepare for Learning. 2 ) Agree Learning Outcomes. Y10 – Revise/Use/Check grammar. P->P discuss post-it placement with partner. Directed questions – which ‘cool stuff’ features are the problem? Are they the same for everybody? ‘Hit list’ for the lesson…. X/Y axis analysis

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1) Prepare for Learning

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  1. 1) Prepare for Learning 2) Agree Learning Outcomes Y10 – Revise/Use/Check grammar P->P discuss post-it placement with partner. Directed questions – which ‘cool stuff’ features are the problem? Are they the same for everybody? ‘Hit list’ for the lesson….. X/Y axis analysis Post-it task – place own name on grid in terms of ‘cool stuff’ (= complex grammar) points. Do you know what it is or is it a mystery? 6) Review X/Y axis analysis Post-it task – new colour : place own name on grid in terms of ‘cool stuff’ following the lesson. Look at progress (or not) and reasons why. Checklist for further work. 3) Present new information through all the senses Recap on ‘cool stuff’ master list using the visuals which appear on pupil information sheets. T->P clarify terminology/English grammar misunderstandings. ‘COOL STUFF’ REVISION AND WORKOUT 5) Apply to demonstrate 4) Construct ‘Experts’ activity : (see Departmental ‘construct’ sheets) Sentence auction : objective is to only buy a correct sentence P->P Work with normal partners. Review/discuss outcomes in plenary. Pupils work individually to correct sentences. Allocate one ‘cool stuff’ strand to individual pupils , so that ALL strands are covered (NB. differentiate by ability/ask for volunteers). Remaining pupils can choose a strand by preference. 5 mins. Independent revision/preparation time to inform knowledge on chosen/allocated area of expertise. Note on ‘badges’. Practice ‘consultation’ with partner (explain ‘expertise’) ‘Clinic’ – walkabout activity – consult with ‘experts’ to improve your own knowledge / be consulted with. Mini-plenary – T->P directed questions : summarise the grammar concept you are asked to explain.

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