Weekly Lesson Plan (Academic Year 2018/19)

English Department
Subject : English Level: Secondary 3

Term / Week : Term 2 / Week 02 Teacher: Ms. Hiede

Monday, October 8, 2018

Topic / Unit:
- Writing in Different Genres
- Examine past papers to identify the genres
SIO:
a. Reading
• Demonstrate understanding of explicit meanings
• demonstrate understanding of implicit meanings and attitudes
• analyse, evaluate, and develop facts, ideas and opinions
• demonstrate understanding of how writers achieve effects
• Select for specific purposes

b. Writing
• Articulate, experience and express what is thought, felt, and imagined
• Sequence facts, ideas, and opinions
• Use a range of appropriate vocabulary
• Use register appropriate to audience and context
• Make use of spelling, punctuation, and grammar
• Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
• Develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.

c. Speaking and Listening

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade level topics, text, and issues, building on other’s ideas and
expressing their own clearly.
POU:
October 8
 Identify unique characteristics of different writing genres
 Demonstrate understanding of different genres by responding to questions
 Understand how to review and revise their own writing
 On-going: produce written work to show evidence of knowledge of the different genres

October 9,
 Apply their learned skills in writing
 Write an informative article for an entertainment blog
I. Introduction
A. Pre-assessment
To determine the students’ knowledge on genres, they will be asked to answer an exercise in
which they will be asked to determine its genre and subgenre and explain how they came up with
their answers.

Teacher says:
Every text is written for a purpose and has an intended audience. This affects its format, style and
language and characterises it as part of a ‘genre’. Let’s take the ‘genre’ of advertisements for example. The
purpose of an advertisement is to persuade the reader to buy something. Therefore the format is
attractive with pictures and few words. The style is direct and persuasive and the language uses short,
simple sentences with powerful vocabulary.
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 Weekly Lesson Plan (Academic Year 2018/19)
English Department

Title Page Genre Sub-genre Characteristics

In this activity, they will be asked to located the texts and determine its genre, subgenre and
characteristics.

II. Main Activities

A. Direct Instruction
To be clear about the type of writing you are aiming for, you need to identify and understand one
of the four key areas - genre.

Genre
Genre means the form of your fiction and non-fiction text. The lists below describe a few different
forms.

Fiction texts
Fiction texts have a creative element to them and tend to use literary devices for effect. They are
often pieces of writing that can stand the test of time. For example, people still enjoy
Shakespeare’s plays even though they were written over four hundred years ago.

A non-fiction text is based on facts. It is really any text which isn’t fiction (a made-up story or
poetry). Non-fiction texts come in a huge variety of types. You find them everywhere in life, from
the back of the cereal packet at breakfast, to a text book at the library. They can range from a
newspaper article to a review of a new computer game. They are written for many different
purposes, and are aimed at many different people or audiences.

If your non-fiction text is a letter:

 put your address at the top right of the paper
 put the address of the person you are writing to at the top left of the paper
 start with "Dear..."
 sign "Yours sincerely," (if you know the person's name) or "Yours faithfully,"(if you don't - eg if
you're addressing an organisation).

If your text is a newsletter:

 give the newsletter a bold heading
 use all the presentational devices you think you need - eg picture boxes and captions,
subheadings, boxes for quotations etc

If it is a magazine article:
 use a heading
 write an introductory paragraph
 use a by-line ("by X" or "writes X")

Acknowledging genre
The next thing you need to do is show that you know what type of text you are writing.
 If you're writing a letter, you should include a comment such as, "I'm writing to you
because..." or "...and that's why I thought I'd sit down and write you a letter."
 If you're writing a speech, include a comment such as, "It's great to see so many of you
here," and sign off, "Thanks for listening," or "Have a safe journey home."
 If you're writing an article, think how a published article might open, eg with an appealing
description such as "Think you know about teenagers?" Or it could start with a more personal
point of view such as "Whenever I'm out with friends, there's always one topic of conversation
that's bound to come up."

B. Examine past papers

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
The students will be shown varied questions in which they have to identify the required genre of the
given questions.
Example # 1:

Example # 2:

Example # 3:

Example # 4:

Example # 5:

Example # 6:

Example # 7:

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department

Example # 8:

In addition to, the students in ‘directed writing’ they will be asked to write in certain genres such as:
a. A speech
b. A dialogue
c. A letter
d. A report
e. A persuasive article
f. A continuation of a story
g. A leaflet

III. Closing
A. Generalisation
The students will be asked to generalise how genre dictates that language, purpose, style and
audience of a writing material.

B. Advance Reading
The Hobbit: Chapter 9 – 11

IV. Extended Activity (October 9, 2018)

- In this session, the students will be asked to determine the genre of the texts on pages and 83-85 of
their Student Book. In which they will be asked to respond through a writing activity. Please refer to
page 85 – Directed Writing.
- They will be tasked to write between 350 – 450 words.

Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford

Reflection / Comments on T&L:

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
Subject : English Level: Secondary 3

Term / Week : Term 2 / Week 02 Teacher: Ms. Hiede

Thursday, October 10, 2018

Topic / Unit:
- Novel Critiquing: The Hobbit
- Chapters 9 – 11
SIO:
a. Reading
 Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

b. Writing
 Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

c. Speaking and Listening

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade level topics, text, and issues, building on other’s ideas and
expressing their own clearly.
POU:
 Examine the archetypal roles of fantasy literature played by the main characters in The Hobbit
 Analyse how the author uses imagery of light and darkness to reflect the moral significance of
settings in The Hobbit.
 Explore how conflict in many forms defines character relationships in The Hobbit and shapes the
story’s plot.
 Engage students in creative writing activities that build on their critical insight into the artistry of
The Hobbit.
I. Introduction
In The Hobbit, J.R.R.Tolkien tells the story of a danger-filled quest to recover a lost kingdom and its
treasures. His story follows a pattern we can find in ancient epics and folktales, and many of the
characters in his story fit the pattern of characters from these old stories as well. They are an archetypal
(ark-i-type-al) characters which mean they play roles that have been part of epic adventure stories
since the dawn of time.

II. Main Activities

1. The students will be asked to complete the table based on their understanding of the novel.
2. Once they have complete the table, they will be asked:
‘Can you think of characters from other stories that fit these same archetypes? They might be
characters from literature, movies, comic books, or even video games.’
Use the back of this page to list some archetypal characters from other stories you know. Then share
your ideas in class.
3. Now use your imagination to create an archetypal character for your own epic adventure story.
Base your character on one of the archetypes described above. Give your character a name and,
on the back of this sheet, describe in a few sentences how the character comes into your story and
the role he or she plays in the adventure. Be sure to include attributes for your character that fit the
archetype.

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department

III. Closing
A. Generalisation
1. The students will be asked to consolidate their ideas of archetype and its importance in a
fiction genre.
2. In addition to, they will be asked to further develop their imaginary character as it will be
used in their writing of their own fantasy story which features archetypal characters.

B. Advance Reading
The Hobbit: Chapter 12-17
Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford

Reflection / Comments on T&L:

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department

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