Year 8 Lesson Plans

IntroductionNo Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

Lesson plans The lesson plans provide an example for schools to adapt and build on, though they can be used as they are if this fits in with your planning.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with. Some of the lesson plans in this pack are from previous years. All plans that are new for 2015 are marked like this *New for 2015*.

Lesson plans aim to follow good practice principles; e.g. they

Identify explicit learning objectives. Support use of questioning, using Blooms taxonomy, to support learning. Include plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, which is listed in the vocabulary section of the lesson plan. Vocabulary is key for all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the secondary years. Many lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering

spoken language objectives as part of every lesson remains the same. Therefore, we have continued to include the older plans, and if you wish, you can adapt the spoken language objectives to best suit the needs of your lesson and pupils.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children and young people who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Year 8 lesson plans - Geography *New for 2015*

Class: Teacher: Date: Lesson: Geography: Moving in and out - migration

Lesson objectives: To understand push and pull factors in global migration

Speaking and listening objectives: Learn and use new vocabulary in context; Active listening and responding; Sharing views and explanation; Give oral feedback on group views

Activity:Sorting and categorising factors in global migration

Differentiation: Mixed ability

grouping to support reading;

Targeted questioning – reduced / extended demand

Resource:

Starter: Move it! (a variation on Fruit Salad)Sit or stand in a circle. Allot the name of one of 6 countries to each student – e.g Britain, Afghanistan, China, Australia, Germany, Ukraine, etc, etc. Teacher calls a country – students change places if their country is called; if ‘World’ is called, all students swap places.

Vocabulary: Migration, immigration, pull factor, push factor, economic migrant, refugee, asylum, developed country, persecution, civil war. Main: Introduction:Group discussion – who has ever moved house? What made them move? What did it feel like? Exciting? Anxious? What is the memory of their first experience in a new home or area?

Summarise; People move within neighbourhoods, areas and countries for a variety of reasons – parent’s jobs, better / bigger house, schools, ‘better’ area, to be close to family, etc.

People move within and across countries for similar reasons, sometimes for more significant and extreme reasons. Where people have powerful reasons to migrate they may be prepared to take risks to migrate.

Push factors drive people from their home country;Pull factors attract people to another country.

Group Activity: Pairs – cut out and sort push / pull factors into Venn diagram; Join as a group of 4 and compare answers – do you agree?

Pair 1) takes ‘pull’ factors and orders according to importance; Pair 2) takes ‘push’ factors and orders according to importance; Join as a new group of 4 – compare and discuss answers; Negotiate and agree an order for the group; may use a diamond ranking.

Take the migrant case study cards and as a group decide whether each person migrated due to push or pull factors – or a combination of both. What are your reasons for deciding that? Place them in the Venn diagram.

As a group – agree one point to share that you have learned today. All students – be prepared to feed back in plenary. Rehearse a response.

Visual support on pull / push factor cards

Mixed ability grouping – reading support for less confident readers

ALL students rehearse response

‘Why we move’ powerpoint.

Push / pull factor sheet per pupil; scissors; A3 Venn diagram

Migrant case study cards

Plenary:Each group – shares a point from the lesson. Use randomiser (e.g. www.classtools.net/random-name-picker/) or lolly sticks to choose students.

ALL students have rehearsed points and hear others in group rehearse point.

Assessment for learning: Do students understand different push / pull factors?Can students identify push / pull factors in case studies?Can students use vocabulary of push / pull factors.

Varied employment Poverty

Free speech, press, media Famine

Common language Persecution

Good transport infrastructure Access to quality education

State financial support – benefits Poor job prospects

Discrimination Democracy and equality

Inadequate housing War, conflict, terrorism

Access to healthcare Good wages

Natural disaster Population overcrowding

Yali Lu, a Chinese student.

Education is very important to my family. My parents encourage me to study hard. UK has very good universities and I hope I can work in UK after my studies.

Carmen, a Filipino nurse

There are not enough jobs for nurses in my country the Philippines. In UK I can earn more money as a nurse. I miss my children but the money I send home helps to get them a better education.

Hedeyal, Afghan student refugee

My father was kidnapped by Taliban when I was 14. I escaped to Pakistan with my mother. She died in an earthquake and I paid a trafficker to come to UK; I hope I will be able to stay.

Omar, asylum seeker from Libya

I left my village in Mali to go to Libya for education. But civil war started. I escaped to Italy but I do not know the language and I want to live in UK where they give you the chance to study and have a good life.

Rose Jane, a Kenyan refugee

I was married to a man from a different tribe. His tribe do not respect women and believe in female mutilation. I want to stay in the UK for a better life.

Alexa, Romanian builder

I came to UK for work; I saw the jobs advertised in Romania. I will stay a few years. I save money to build a bigger house in Romania, my home.

Natalie, Australian migrant

I first visited the UK as a student, and made friends here. I like the traditions and the way of like. And now I am married to an Englishman!

Abdul, Pakistani restaurant worker

I wanted to come to UK as I have relatives here and I can have work. I have family in Belgium but I cannot speak the language

Sylvia, a Polish mother

I came to UK to get better school for my child (who has learning difficulties).There is better school and better help in UK; now she will learn and be good.

Jonathan, Canadian IT programmer

My company asked me to come to the UK for work. It’s a good posting for a few years, but I will not stay forever. UK is too crowded and I miss my family.

PSHE *New for 2015*

Class: Yr 8 Teacher: Date: Lesson: PSHE – It’s a risk!

Lesson objectives: Understand what risky behaviour looks likeLearn ways of assessing and managing riskUse examples to assess risky behaviour and demonstrate how to manage the risk

Speaking and listening objectives:Share opinions and views Listen carefully to others and respond respectfullyPrepare role play

Activity: Managing risk Differentiation Resource

Starter:Introduce topic Slide 1 and 2 - Think – pair – share - tell your partner something risky you have done this week, and something risky you have seen someone else do.

How did you feel? Do you agree on how risky some things are? – e.g travelling alone may be familiar to one student, new and risky to another

Prompts on powerpoint

Risky behaviour powerpoint – slide 1 - 2

Vocabulary: risk, danger, assess, consequence, avoid, reduce, distance, assertive

Main: Yes, No, on the fence - Is this risky behaviour?

1. Make a line across the classroom – one side = yes, the other = no. The line is ‘on the fence’.For each scenario on the slides ask the students to place themselves either side of the line, depending on whether they think it risky or not. Students can choose to be ‘on the fence’.

Select students at random to justify their decision; after hearing arguments allow students to reassess their position after hearing others’ justifications.

2. Introduce concepts of keeping safe – handouts for keeping safe strategies – aware, think consequences, avoid/step back, assertive

3. Discuss how consequences could be immediately serious (get run over) or lead to something serious at a later date (getting involved in crime or drugs).

Group Activity:In 4 -5 groups, depending on class size.Give each group a scenario

As a group, decide How risky is this? What are the consequences – now, later? What will you do?

Role play your response

Selective use of slides, depending on student group and needs

Risky behaviour powerpoint – slides 3 – 13 (depending on lesson length and student group some slides can be omitted)

Risky behaviour powerpoint – slides 14, 15, 16Handouts for Keeping safe

-Risky situation scenarios powerpoint.-Question prompt cards

Plenary:Groups feedback through role play

Assessment for learning: Are students able to recognise and rationalise risks?Are students able to demonstrate strategies they would use to keep safe?

Question prompts for role play task:

How risky? What are the consequences?

What might happen now….or later?

What will you do?

Maths

Class: Teacher: Date: Lesson: Maths Pythagoras theorem

Lesson objectives: To understand Pythagoras theorem To apply the formula Make accurate calculations with triangles

Speaking and listening objectives: To use mathematical language To understand the concept of the theorem To explain the method

Activity Calculating and problem solving using right angled triangles.

Differentiation Resource

Starter: Mental starter – square numbers and square roots Use lolly sticks or other random name sorter for turns

Differentiate questions and / or give forced alternatives for named students.

Question sheet- here

Vocabulary: Pythagoras, theorem, formula, triangle, right angle, side, angle, hypotenuse

Visual prompts for key words for triangles.

Main: Review triangle vocabulary.Review the theory and formula.

Group Activity: Students work in groups of 4 to calculate the length of the sides of triangles, and solve problems using Pythagoras theorem.

Students use squared paper and scissors to make the triangles rather than draw them.They need to work as a group to calculate the answer – but don’t need to write it down!

Groups then split into 2s and re-join another group to make a new 4. They take a calculation each to ’teach’ to the new group.

Graded tasks Easy – working with triangles to

calculate length of hypotenuse- here.

Middle – calculate diagonals in rectangles- here.

Extension – word problems- here.

Triangles poster – here

Or see http://www.teachingideas.co.uk/maths/contents_shape.htm or http://www.primaryresourcecentre.com/free.html for examples

Squared paperScissorsCalculators Graded problem sheets (see links in differentiation section)Small dot stickers

Plenary:Select 3 problems – one from each group. Invite students to explain their working.

Assessment for learning: Self assessment – thumbs up

How well do I understand the theory? How confident am I of the method? How confident am I in my knowledge of square roots and square numbers?

Science

Class: Teacher: Date: Lesson: Science- chemical formulae

Lesson objectives: To understand how chemical formulae represent chemical components To know some of the periodic codes for common elements and compounds To know some common compounds and elements found in everyday products

Speaking and listening objectives: Understand subject specific vocabulary Use subject specific vocabulary to label Working with others

Activity: Make formulae for chemical compounds found in common products

Differentiation

Resource

Starter:PowerPoint Introduce the topic and highlight key vocabulary.

Think, pair, shareWhat common compounds and elements do students know of in everyday products?

PowerPoint – here.

Vocabulary: Compound, element, atom, molecule, periodic code, formula, formulae

Round Robin to revise vocabulary used in introduction

Main: Shopping activity

Students work in groups. Each group has a set of element cards, scissors and a shopping list. The product cards are printed and distributed around the room. Students find the product on their list, read the formula, then go to find the product. They take their product card back to the group, place the appropriate number of each element next to

the product card and then ‘buy’ another product.

Use mixed ability groups ORAdapt shopping lists to individual groups / students (number of items or complexity of product).

Have adapted scissors available if needed ORNominate a ‘cutter out’ for the group.

Put stronger readers with students who finding reading difficult.

Element cards- hereProduct cards- hereShopping lists- see below

Plenary:Whole class feedback –What products did you buy?What elements did your products use?

Quick fire – What periodic codes can you remember – Round Robin

Assessment for learning: What periodic codes do I know?How well do I understand what a chemical formula represents?

Print one list for each student group

Chemical shopping list 1

Nails Iron FeElectric cable copper CuOil Sulphuric acid SO2

Coloured paving Iron oxide Fe2O3

Glass Silicone dioxide SiO2

Antifreeze methanol CH3OHDry cell batteries Magnesium oxide MgOEggs Calcium CaO3

Photo printing Silver nitrate AgNO3

Drink cans alumimium Al

Chemical shopping list 2

Pencil lead Graphite (carbon) CWater Hydrogen and oxygen H2OFizzy water H2O and carbon dioxide H2O and CO2

Coloured paving Iron oxide Fe2O3

Glass Silicone dioxide SiO2Sugar Glucose C6H12O6

Leather shoe dye Sodium sulphide Na2SEggs Calcium CaO3

Shampoo potassium hydroxide KOHDrink cans aluminium Al

Chemical shopping list 3

Cat litter Silica dioxide SiO2

Salted crisps Sodium chloride NaClFizzy water H2O and carbon dioxide H2O and CO2

Deodorant Propane C3H8

Glass Silicone dioxide SiO2

Bleach lavatory cleaner Sodium hypochlorite NaOClAntacid tablets Calcium carbonate CaCO3

Eggs Calcium CaO3

Shampoo potassium hydroxide KOHPencil lead Graphite (carbon) C

Chemical shopping list 4

Fertiliser Nitric acid HNO3

Baking powder in cakes Sodium bicarbonate NaHCO3

Carbonated water Carbon dioxide CO2

Nails iron FeGlass Silicone dioxide SiO2

Bleach lavatory cleaner Sodium hypochlorite NaOClElectric cable Copper CcuWine ethanol C2H5OHShampoo potassium hydroxide KOHEggs Calcium carbonate CaCO3

Chemical shopping list 5

Fertiliser Nitric acid HNO3

Antifreeze Methanol CH3OHCarbonated water Carbon dioxide CO2

Dry cell batteries Magnesium oxide MgOGlass Silicone dioxide SiO2

Photo printing Silver nitrate AgNO3

Electric cable Copper CcuToothpaste Sodium fluoride NaFShampoo potassium hydroxide KOHHelium balloon helium He

Chemical shopping list 6

Balloon helium HeWine ethanol C2H5OHDrink cans aluminium Alradiator steel FeC3

Glass Silicone dioxide SiO2Bleach lavatory cleaner Sodium hypochlorite NaOClElectric cable Copper CcuShoe leather dye Sodium sulphide Na2SCat litter Silica dioxide SiO2

Car battery Sulphuric acid H2SO4

English

Class: Teacher: Date: Lesson: English- speaking and listening team work

Lesson objectives: Speaking and listening Using knowledge of grammar Oral fluency Working as a group

Speaking and listening objectives: Active listening and responding Building sentences and narratives

Activity Group speaking activity

Differentiation Resource

Starter: Alphabet soup - use the random letter generator http://www.randomlettergenerator.com/ or teacher chooses a letterAsk the students to sit in a circle or go around the class - the students have to give a word beginning with the target letter in turn – the aim is speed!

Students can pass once

Give category prompts for target students (e.g. something to eat, to wear, an animal).

Put appropriate strategies in place for any children who stammer.

Random letter generator- http://www.randomlettergenerator.com/

Vocabulary:

Main: Divide the students into an equal number of teams, maximum 4 in a team; 2 teams must work together.

Group Activity:Introduce the group speaking activity from ‘Snivel and Shriek’ at http://www.tes.co.uk/teaching-resource/Teamwork-and-amp-Listening-Game-6128297/.

Each team in the pair of teams is a character – fictional, historical, celebrity. The object of the game is to imagine that the two characters are writing a letter to each other, one word at a time. The opposing team must listen to the ‘letter’ and compose their response in turn.

Use picture prompts to keep the focus on the character.

Select characters the students are familiar with. Round Robin before starting the activity to prompt ideas about the characters, interests and themes for the ‘letters’.

Allow a ‘pass’.

Plenary:Choose teams to demonstrate. Assessment for learning: Were some words easier to follow on from – and why is that?

Modern Foreign Languages

Class: Teacher: Date: Lesson: MFL- oral spelling

Lesson objectives: Learn to spell key subject specific words linked to a new theme or topic.

Speaking and listening objectives: To identify and sequence sounds in words To perceive the syllable structure in words

Activity Spelling games

Differentiation Resource

Starter: Round Robin - check that the students understand all the vocabulary. (Syllable, initial, sound, final, consonant, vowel, phoneme)

Circle activity – known word Spelling RelayStudents sit in a circle – teacher names words already known (from previous units and assessment) and picks a student.Student says first letter, second student says next letter. If a student passes, restart the word.

For students who struggle with spelling, it may be useful for them to start.

Saying how many letters you are looking for in a word may also help.

Word list - use students knowledge to make the list - it needs to include subject specific words known by ‘’all’, ‘most’, and ‘some’

Vocabulary: Syllable, initial, sound, final, consonant, vowel, phoneme

Round Robin – check that the students understand all the vocabulary. *make sure it’s clear when you’re asking for a letter or a sound.

Main: Introduction – memory tags Introduce the words that the students need to learn for spelling (linked to a new or current unit of work – e.g. salutations, food, occupations, etc ).

Go through the memory links for each word – explain that the more ‘tags’ a word has, the more likely it is to be well remembered and easily retrieved from memory.

Tags = meaning, word category, word type (verb, noun), initial sound, final sound, syllables, rhyme. Shuffle the cue cards and ‘deal’ to random students in the circle. Give the new word then ask each student in turn to give a tag for the word according to the card they received.

Repeat with a new word, until all the new words have been learnt.

Group Activity:Divide students into 6 groups; each group begins with a different activity

Spelling charades Walk the Plank (a version of Hangman with letter cards) 20 questions Build cards Climb the mast Letter tiles

Students work round the activities, moving on every 5 minutes (or less depending on length of lesson). Ring a bell or give another signal to move on.

You may wish to introduce a multi-sensory approach for some students – e.g. getting them to ‘draw’ the letters in the air/on the desk.

Introductory activity cue cards here

Oral spelling activities cards from resource pack- original ideas from http://www.eduplace.com/rdg/hmsv/4/handson/level4.pdf

A long stick for ‘Climb the mast’

Pack of alphabet cards for ‘Walk the Plank’, a Lego figure or similar and a 10 cm ruler for the gangplank

Letter cards sets x 2 – see instructions for making your own word list here

A word list for each group (from your target words)

Plenary:Spelling relay – Same as the starter activity, but this time do it with the new target words.

Assessment for learning: How many of the new words can I spell?