Poems From Other Cultures Teacher Plan

Poems from Other Cultures and Traditions

POSSIBLE TEACHING SEQUENCE Week 1: Objectives: A02 - Read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them.

 RESOURCES- ‘Silent Protest’ (Extract from White Teeth) – student copies, ‘Conflicting Cultures’ OHT and student copies, ‘Which Country am I? OHT’, ‘Which Country am I? Teacher’s Notes’, ‘Fashion or Culture’ OHT, ‘Fashion & Culture’ sheets – one per student and one on OHT for modelling, ‘Fashion & Culture help sheet’, ‘Fashion & Culture, teacher copy’, ‘Opinions about Clothes Sheet’ – student copies plus one on OHT, ‘Presents from My Aunts, Plenary’ on OHT, ‘Language and Identity’ OHT

 Coverage - ‘Presents from My Aunts in Pakistan’, ‘Search for My Tongue’. Also, an extract from ‘White Teeth’.

FOCUS –  Lesson 1 : Starter – In pairs, students brainstorm as many different cultural indicators they can think of e.g. clothes, language, food. Take feedback to create a class list on the board.

Development – Issue copies of ‘Silent Protest’ to the students and read as a class. The focus for the students’ reading is to try to identify the cultural indicators presented in the extract. Discuss the students’ response to the extract. What cultural indicators did they identify? How do they compare to the ones generated by the starter? Establish that the extract explores the idea of a conflict between two cultures – Muslim and Christian. The students are going to explore how these are contrasted in the extract. Show ‘Conflicting Cultures’ OHT and model how to complete the table with one example – e.g. Haj v Harvest Festival, Biking holidays v trips to Blackpool to visit Aunties, Amma v Mum, Magid v Mark etc. Allow students time to complete table and then take feedback adding the students’ ideas to the OHT version.

Plenary – In pairs, students adapt their table into a poem, written from Magid’s point of view and expressing his thoughts and feelings. Student volunteers share their poems with the rest of the class.

 Lesson 2 : Starter - ‘Which country am I?’ Reveal words and phrases from the poem, one by one using the ‘Which Country am I? OHT’. As each clue is revealed the students have to guess which country they are associated with. (See ‘Which Country am I? Teacher’s Notes’ for further guidance.) Students display their guesses on whiteboards. Establish that the country is Pakistan. Students explain how they knew this.

Development - Teacher explains the significance of fashion as a cultural indicator – show the ‘Fashion or Culture’ OHT and students identify what the clothes suggest about the culture the people featured belong to. Next, read ‘Present from My Aunts’ to the class and explain any difficult vocabulary. Then, issue ‘Fashion & Culture’ sheets. The students’ task is to write down words and phrases from the poem associated with each of the items listed. Model how this might be done with a couple of examples using a copy on OHT. There is a help sheet to support the less able in completing this task – see ‘Fashion & Culture help sheet’. Allow students time to complete in pairs and then take feedback adding quotations to OHT. See ‘Fashion & Culture, teacher copy’ for suggested answers. (Make the point that the satin-silken top and miniature glass circles are part of the salwar kameez – draw a circle connecting these

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team on the OHT.) To develop the students’ understanding of the poet’s feelings towards her clothes, organise a paired (As and Bs) activity: As have to find evidence to support the view that the teenager appreciates the clothes, Bs find evidence to support the view that she feels uneasy about the clothes. Display ‘Opinions about Clothes Sheet’ on OHT and read example. Issue students with their own copy on which to add their notes. Allow time for reading and note-making. Students then present their cases to each other.

Plenary – What is the best statement to describe the poet’s feelings? Reveal statements on the OHP using ‘Presents from My Aunts, Plenary’ sheet. In pairs, students discuss which one they think best summarises the poet’s feelings or rank them into a top three. Teacher takes feedback and class create their own statement to reflect their interpretation (this might combine some of the given statements).

 Lesson 3 : Starter – Ask students to brainstorm what they associate with the words ‘mother’ and ‘foreign’. Take feedback and compile a class list of associations.

Development - Q – What noun beginning with T can follow ‘mother’ and ‘foreign’. Draw hangman blanks for ‘tongue’, write in the T and then ask students to guess each letter in sequence so that they have to think about possible combinations of letters. Refer back to starter – which of the associations are still appropriate for ‘mother’ and ‘foreign’ now that ‘tongue’ has been added? Circle them. What do they suggest? Reveal title of poem ‘Search For My Tongue’ – students have to predict which tongue is being searched for. Teacher reads poem to class. Reveal statements on ‘Language and Identity’ OHT. Tell students they are going to text mark / annotate the text to show how these ideas are developed in the poem. Demonstrate how to do this with an example. Take feedback and annotate shared copy of the poem on the OHP.

Plenary - Students write five sentences explaining the poet’s feelings about having two languages, then reduce it to one sentence (or five words) and then reduce it again to one word. Take feedback on words and write them on the board / OHT.

Week 2: Objectives: A02 - Read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them.

 RESOURCES – OHP, flipchart, mini-whiteboards, ‘Poem Opening’ (one on OHT and enough paper copies for each student), student copies of ‘Half-Caste’, ‘Reading task Half-Caste OHT’, ‘Discussion Cards, Half-Caste’ student sets and set on OHT, Half-Caste on OHT, ‘Challenge, Compliment, Suggest cards’ – one set per student, ‘Technical Terms Revision’ on OHT, ‘Half- Caste Extract’ on OHT, ‘Half-Caste Statements’ on OHT, ‘Text Opening OHT’, ‘Text Article cards’, ‘Text Translation’ on OHT, ‘Challenge, Suggest’ cards – one set per student, student copies of ‘Unrelated Incidents’ and one on OHT, ‘Unrelated Incidents Questions student sheet’, Unrelated Incidents Questions – Teacher Sheet’.

 Coverage – ‘Half-Caste’, ‘Unrelated Incidents’

FOCUS –  Lesson 1 : Starter: Share title for the week ‘Don’t Label Me!’ with the students on the board / OHP. In pairs, students have to think about what might have happened to result in someone saying this. The more able could devise a short role-play. Students share thoughts.

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team Development: Share the opening 3 lines of ‘Half-Caste’ with the students on the board / OHP using ‘Poem Opening’. What questions do the students want answering as a result of reading this opening? E.g. Who are you? Why are you standing on one leg? What is your heritage? Issue students with their own copy of ‘Poem Opening’. Students have to brainstorm their questions around the text. Students share their questions and teacher writes some of the most interesting onto the flipchart to revisit in the plenary. Next, explain to the students that they are going to hear the poem read to them twice. The first time they must just sit with their eyes closed and listen but on the second reading they will be asked to draw pictures on a mini-whiteboard to show some of the imagery used by the poet to convey his meaning. Model on the OHP how this might be done for the opening three lines already shared. Explain that the poem has two main sections and that they must divide their mini-whiteboard in half to help them organise their doodlings. Issue mini-whiteboards and instruct students to divide as previously explained. Read the poem twice through (you might need to indicate the beginning of the second section at line 31). Invite students to share and talk about their pictures with a partner, what are the similarities and differences, what do they remember about the poem? You might ask them to jot down any words and phrases they can remember. In pairs, students read their own copies of the poem. Their reading task is to explore the tone of the poem – they have to find places in the poem where the tone is Challenging, Sarcastic, Exasperated and Enthusiastic. Display the task using the ‘Reading task Half-Caste OHT’. Take feedback from the students on their interpretations. Next, organise the students into groups of four. Issue each group with a set of ‘Discussion Cards, Half-Caste’. Students should discuss each of the statements in turn and place the cards alongside the relevant section of the poem. Teacher takes feedback by asking the class to direct his/her placing of the cards using OHTs of poem and cards. Students could use ‘Challenge, Compliment, Suggest’ cards during this feedback.

Plenary – Students re-visit their own questions (from the starter) and cross out any that they now recognise are irrelevant and try to answer those that remain. Teacher takes feedback by re- visiting the class questions and asking students to provide answers. Which questions have still not been answered? If appropriate these might be carried forward as objectives for the next lesson.

 Lesson 2: Re-visit the students’ unanswered questions from last lesson. Students should keep these in mind during the lesson and see if they can provide an answer. Starter: Revision of technical terms. Display ‘Technical Terms Revision’ on the OHP. Read the definitions of the terms and students have to decide which technical term the given definition belongs to, write it on their white-board and show.

Development: Share the ‘Half-Caste Extract’ on the OHP. What do students notice about the grammar and spelling? Which words differ from conventional grammar and spelling – students suggest text marking of non-standard words, (whole class activity). Using their mini-whiteboards, students re-write the extract in Standard English. Would this poem be more effective written in Standard English? If not, why not? Re-cap on PEE. Task – independently, students have to finish the Point sentence ‘Agard uses the musical nature of West Indian words to…’ They must then provide the evidence and the explanation.

Plenary: Reveal statements about the meaning of the poem ‘Half-Caste’ on the OHP using ‘Half- Caste Statements’. On hearing / seeing each one students must indicate whether they agree or disagree with the statement. This could be done by the students using a thumbs up or thumbs down or by showing a cross or tick on a whiteboard. Now all the statements have been revealed on the OHP, students must select the one they think is the most important point Agard is trying make. Students have one minute to justify their decision to a partner.

 Lesson 3:. Starter: Shared reading of the first paragraph of Guardian article on the OHP using ‘Text Opening OHT’. Organise students into 5 groups and allocate each group a section of the article to

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team read using ‘Text Article’ cards. They must be prepared to read their section to the rest of the class. Class reading of whole text. See ‘Text Translation’ for help.

Development: Reveal statement, ‘There’s a right way to spell and a right way to talk.’ Do students agree? Should texting be allowed? What about accent and dialect? Class discussion of opinions. Consider using ‘Challenge, Suggest’ cards to give structure to discussion. (This could be developed into an assessed oral task.) Then, issue the students with a copy of the poem ‘Unrelated Incidents’. In pairs, students should have a go at reading the poem aloud. Allow about five minutes for this. Circulate around the class helping where necessary and to identify a pair who could read to the class. Ask one or two pairs to read the poem to the class. Do the rest of the class think they have got the accent right? What accent is it written in? If available, this would be an appropriate moment to listen to an audio recording of the poem. Next, ask each pair to brainstorm a list of questions they want answering about the poem e.g. Who is talking? Why is it written in a Glaswegian accent? Why are there so few words to a line? Who does ‘yoo scruff’ refer to? What point is the poet making? (See ‘Unrelated Incidents Questions – Teacher Sheet’ for more suggested questions. The student sheet can be given to less able students to help them generate questions.) Take feedback on the questions and compile a list of the most important ones on the flipchart. (If they have not asked all of the key questions, you may need to add some of your own.) Now, direct each pair to join with another pair to try to answer the class questions. Remind them that they must find evidence to support their ideas.

Plenary: Take feedback from the students on the answers to the class questions and annotate the poem on the OHT with their ideas. What does this poem have in common with ‘Half-Caste’ studied in the previous lesson? E.g. Both are protest poems, both are about language and identity, preconceptions, misconceptions and stereotypes, both are written in non-standard English.

Week 3: Objectives: 1. Read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them.

 RESOURCES – Student copies of ‘Not my Business’, ‘Not my Business setting clues’ on OHT, Stanzas 1-3 on OHT, Student copies of ‘Not my Business’, dictatorship context’ sheet, Student copies of ‘Not my Business, Plenary’ sheet, ‘Hurricane Hits England, Starter Teacher Sheet’, ‘Hurricane Hits England, Starter’, Student copies of ‘Hurricane Hits England’, ‘Hurricane Hits England, Structure Card Sort’, ‘Connections OHT’, ‘Connections OHT, Answer Sheet’, Connections Table – enlarged onto A3, one per student. Connections Table reduced to A4 and copied onto OHT, Connections Table Teacher Sheet.

 Coverage - ‘Not my Business’, ‘Hurricane Hits England’, Comparing the six poems studied so far.

FOCUS –  Lesson 1 : Starter – Read the first three stanzas of ‘Not my Business’ to the class. The students listen and on a second reading make a note on their whiteboards of all the words that provide clues to the setting of the poem i.e. names, ‘jeep’, ‘yam’. Take feedback and reveal the ‘Not my Business setting clues’ sheet on the OHP – What sense of place do these words evoke? Where do they think the poem is set? Establish that it is set in Nigeria.

Development – Display the first three stanzas of the poem on the OHP. Ask the students to pick out the words denoting violence. Give students time to read and share ideas with a partner before taking feedback and highlighting the words they pick out i.e. ‘beat’, ‘stuffed’,

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team ‘booted’, ‘dragged’. Ask students why they think this might be happening to these people in the poem? Tell students there is a fourth stanza to the poem – ask them to predict what they think might happen. Allow students time to discuss their ideas in pairs. Take feedback from a few pairs and then reveal the final stanza on the OHP and issue students with their own copy of the poem. Revise the term ‘irony’. What makes this final verse ironic? (This should lead to discussion of the refrain.) Issue students with ‘Not my Business’, dictatorship context’ sheet (it will be useful for them to each have a copy for revision purposes). Students to discuss questions in pairs. Allow 5 minutes for this. Take feedback using the OHP.

Plenary – Issue students with ‘Not my Business, Plenary’ sheet. Students to read information and highlight any key words / phrases. Students to answer questions in pairs and then feed back to a whole class discussion.

 Lesson 2 : Starter – See ‘Hurricane Hits England, Starter Teacher Sheet’ and ‘Hurricane Hits England Starter’.

Development – Read the poem aloud to the students but omit the word, ‘hurricane’ in line 1 and ‘Huracan’ in line 8. In pairs, students have to work out what is happening in the poem and devise an appropriate title. Allow time for the students to discuss and then take feedback. Reveal the answers. Issue students with the ‘Hurricane Hits England, Structure Card Sort’ cards – one set each. Explain the task – each card explains what is happening in one stanza of the poem and provokes discussion of features of the language used and its effects. As students listen to the poem being read, they must order the cards correctly. Allow the students time to familiarise themselves with the cards before the poem is read. Once the students have ordered the cards, allow time for pairs to finish the sentences and discuss the use of language. Take feedback.

Plenary – Allow students time to annotate their copy of the poem with notes based on their learning from the lesson.

 Lesson 3: Starter – Comparing poems and themes. Introduce the titles on ‘Connections OHT’. Explain that each of these titles encapsulates the themes of two different poems studied so far. (See ‘Connections OHT, Answer Sheet.) The students’ task is to work out which two poems each title refers to. Allow students time to discuss in pairs, (they must also be prepared to explain their thinking), and then take feedback by asking students to display their answers on mini-whiteboards. Pause between each title to discuss the reasons why the title has been chosen / how it fits the poems. Annotate the ‘Connections OHT’ to show some of the students’ thinking.

Development – Explain to students that in the exam they will have to refer to more than one poem in their essay on these poems. Therefore, they need to be able to confidently make links between the poems and understand which ones easily compare. Introduce the ‘Connections Table’ and issue students with their own A3 copy. Explain that there are blanks at the top for the headings of each comparative aspect to be entered. Students have to work out and suggest appropriate headings to fill the blanks. Enter headings onto OHT model for students to copy down. Then, model how the table might be completed by starting to make notes on ‘Presents from My Aunts’ and then taking ideas from the students to finish the notes on this poem. The students must then complete the table in the same way for the other five poems studied so far. They should be able to discuss their work with a partner. Teacher could work with a small guided group.

Plenary – Take feedback from the students. This could be done in a number of ways:

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team 1. Students direct teacher to complete table on OHT (used for modelling) for some of the poems. 2. A selected student presents their table to the class – if possible, have their sheet reduced to A4 and copied onto an OHT. The rest of the class can refine / add to their sheets. 3. Direct one pair to join with another pair to compare work and try to refine / add to their notes.

 RESOURCES - ‘A Riddle’ on OHT, ‘Love after Love, Questions’, Student copies of ‘Love after Love’, Student copies of ‘Connections OHT’ from week 3, lesson 3, plain A3 paper – one sheet per student, ‘Making Links OHT’.

 Coverage - ‘Love after Love’, ‘This Room’, Making connections between the poems in the cluster

FOCUS –  Lesson 1 : Starter – ‘Who is the Stranger?’ riddle game. Display ‘A Riddle’ OHT. Reveal the clues one at a time and take guesses from the students – this could be done with hands up or with all students hazarding guesses using mini-whiteboards. Reveal answer = yourself. Display ‘Love after Love, Questions’ on OHP. Reveal quotation and read with the students. In pairs they must discuss the questions: 1. Who will you learn to love? 2. Why have you not loved yourself before? 3. What is the significance of the title / What love is referred to with each use of the word ‘love’? Take feedback from the students and establish answers to the questions set.

Development – Issue students with a copy of the poem and read the whole poem to them. Direct students to highlight all the imperatives used. Looking at the imperatives, in conjunction with the first line, what can we deduce about the tone of the poem? Establish that it has a tone of guidance / advice. Invite comparison between the use of ‘Eat’, line 6, and ‘Feast’, line 15 – what are the differences between the two words and their associations? Explain the use of religious symbolism in the poem e.g. the reference to Holy Communion in the second stanza. Then ask students which line they think summarises the poet’s meaning – they must be able to justify their choice.

Plenary – Discussion – Other than the fact that this poem is written by a Caribbean writer, is there anything to indicate that it represents a particular culture or tradition? Should it be included in this cluster of poems? How does it link to the other poems studied? If time allows, students could complete their Connections Table for this poem.

 Lesson 2 : Starter –Organise the students into pairs – one has to brainstorm metaphors used to describe feeling happy and the other has to brainstorm metaphors used to describe feeling unhappy. E.g. On cloud nine, high as a kite, down in the dumps etc. Take feedback from the students to create two lists on the board. What do they notice? What can we deduce? Suggest the theory that ‘Happiness is upward motion’ and ‘Sadness is downward motion’.

Development –Visualisation exercise. As the poem is read aloud the students must draw the images created by the poet. Read twice to allow students to complete task. Then, students should

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team compare illustrations with students sitting near them and discuss their responses to the poem – whether they liked it, favourite line/image, what they think it is about, what they learn about the room/setting from the objects described etc. Take feedback on students’ initial responses. Issue students with their own copy of the poem and give them time to read through independently. Question students about the tone of the poem – refer back to the starter and the idea of happiness being upward motion. Direct students to highlight all the words and phrases in the poem to do with upward motion. How do these help to convey the poet’s happiness? Which line of the poem best encapsulates the poet’s feeling? Discuss line 10 ‘This is the time and place to be alive’ and the fact that even the inanimate objects are alive. What do they think might have caused such elation? How does the line ‘No one is looking for the door’ contribute to the feeling of happiness conveyed? What sense of time and place is evoked by the poem? (This might be an appropriate moment to discuss the indicators of ‘another culture’.) How does the poem appeal to our senses? Annotate poem on OHT as discussion unfolds and direct students to annotate their own copy. Direct students to complete their Connections Table on this poem – independently or working in pairs.

Plenary – How does the poet use the idea of the improbable to convey her feelings? Students answer the question using the PEE formula. Selected students feed back their ideas to the rest of the class.

 Lesson 3 : Starter – Remind students of the starter from Week 3, Lesson 3 where they considered titles to link the poems in pairs e.g. Forces to be reckoned with. Issue them with a copy of the annotated ‘Connections OHT’ from that lesson. Their task in this starter is to devise a title that sums up the central ideas in ‘Love after Love’ and ‘This Room’. Allow students to rehearse their ideas with a partner and then take feedback. Class to decide on the best suggestion and add to the original ‘Connections OHT’.

Development – Organise students into groups of three / four and issue each student with a piece of plain A3 paper to write on. Explain task – students must select one quotation from each of the poems that have been paired together that best illustrates the thematic link suggested by the assigned title. They must then annotate the quotations to explain these links. Advise students to use their Connections OHT and Table as well as the poems to help them with this. Every student in the group must make notes so they have their own revision notes. Use ‘Making Links OHT’ to model how to approach this. Allow students time to complete the task.

Plenary – One student from each group has to give a ‘lift speech’* to persuade the rest of the class why their chosen quotations are the most appropriate. You could either direct students to talk about a specific poem or give them a choice. Model how to do a ‘lift speech’ using the model previously presented to the students.

* A ‘lift speech’ is a minute speech – the time it takes for a lift to descend from a tall building!

 RESOURCES – Students’ copies of their Connections Table, Timer, Acetates and OHT pens, OHP, ‘Other Cultures Oral Help sheet’, ‘Challenge, Compliment, Suggest’ cards, flipchart, ‘Sample Essay Question’ – student copies plus one on OHT, ‘Ideas Table’ enlarged onto A3 – one per student, A4 ‘Ideas Table’ on OHT, A student’s ‘Ideas Table’ on OHT, ‘Content Descriptors’ card sort – one set of cards per pair, ‘Mark Scheme’ – student copies plus one on OHT, ‘How to Structure A Response’ – student copies plus one on OHT.

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team  Coverage - Assessed oral – Pair, inform, explain/analyse, review, comment Practice essay question

FOCUS –  Lesson 1 : Starter – Starter suspended for this lesson to allow more time for oral. Development – Organise students into pairs. Explain task: each pair is going to be allocated a strand of the Connections table. (There is an opportunity for differentiation here – easier strands such as ‘people’ can be allocated to the less able while more challenging subjects like ‘politics’ and ‘metaphors’ can be allocated to the more able.) Each pair must present a 3 minute talk on their strand to the class, explaining the poems that fit into it and why. Students with strands under the headings ‘Subject Matter and Theme’ and ‘Culture and Tradition’ will focus on how the poems convey these ideas and might conclude by saying which they think does so most successfully. Students with strands under the heading ‘Presentation’ will need to focus on how their device is used by the poet and its effects, including contribution to the overall meaning of the poem and impact on the reader. Present ‘Other Cultures Oral Help sheet’ on the OHP and issue students with their own copy. Allocate strands to pairs and allow time for preparation, (about 20 mins). You could offer students the option of using an OHT in their presentation. Pairs should then take it in turns to come to the front and present. (You might want to video these to assess at a later point.) While presenting, the rest of the class should be noting down any ideas they do not have on their table. You could use the ‘Challenge’, ‘Compliment’, ‘Suggest’ cards to structure feedback.

Plenary – Each student has to tell their partner one new thing they’ve learnt about the poems today. Students could then complete their oral evaluation sheets.

Lesson 2 : Starter – Terms of comparison – divide class in half. One half to brainstorm terms of comparison, the other half terms of contrast. Take feedback to generate a word bank on the flipchart for students to refer to when writing essay.

Development – Introduce essay title by showing ‘Sample Essay Question’ on OHT. Explain to the students that in the exam there will not be a choice of question (although there are two questions only one will refer to a poem from the cluster they have studied). Allow students time to highlight/underline keywords and discuss with a partner ideas on which other poem to write about. Take feedback and highlight key words on OHT. Discuss possibilities for second poem – it is not necessary for all students to choose the same poem. Present ‘Ideas Table’ to students to help them gather their ideas for the essay’s content. Taking ideas from the students, model how to use this table by starting to complete it (on A4 OHT) for ‘Presents from My Aunts’. Allow students time to complete table independently.

Plenary - Students swap tables with a partner and note down three compliments and three suggestions for improvement.

NB Collect in one student’s table to copy onto OHT for use as a model in the next lesson.

 Lesson 3 : Starter – Card sort: in pairs students should rank the mark criteria statements for the ‘Content Descriptors’ from least sophisticated response to most sophisticated response. Take feedback and show the correct ranking by displaying the right hand column of the ‘Mark Scheme’ on OHT. Issue students with their own copy. Tell them they will look at the ‘Skills Descriptors’ at a later point.

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team Development – Tell students that now they have gathered their ideas for the essay, they need to plan how they are going to structure their response. Display ‘How to Structure A Response’ on OHT and talk students through the different options. Using a student’s ‘Ideas Table’ copied onto OHT, model how to turn it into a plan by numbering the parts to show the order of the essay. Allow students time to do this to turn their own tables into a plan.

Plenary – Refer students to the ‘Skills Descriptors’ on the ‘Mark Scheme’ and discuss the difference between some of the grades – choose these according to ability of group e.g D/C borderlines, B/A borderlines to make the discussion relevant. Alternatively, these could be explored via a card sort as the ‘Content Descriptors’ were in the Starter.

H/WK – Students draft their essay and self-assess against the Mark Scheme.

of 9 0351945fd4839f33e44548102c32e3a2.doc, Hertfordshire LEA English Team