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English Department
Subject : English Level: Secondary 3
b. Writing
• 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.
B. Task 2
For another exercise, the students will work on an article about blob fish.
- Here are some facts about the blob fish.
- You must rewrite them as a paragraph.
- The original contains over 70 words, you are only allowed to write 30 – 35 words.
- You must use as many of your own words as possible!
Summary Tips
Summary Question: This question asks you to identify relevant points from the text on a chosen
topic and write about them in your own words.
1. Read the text
2. Underline topic in the question
3. Re-read the text and highlight or underline relevant points– you should be able to find 15
4. Write these as bullet points for part (a). Try to put them in your own words at this point and
make sure they make sense.
5. For part (b), put the points into paragraphs.
6. Use your own words.
7. Write in the third person.
8. Do not give opinions, extra details or quotations.
9. Use connectives to link your ideas.
Summary Tips
- Imagine that the examiner has not read the passage. Will all of your sentences make
sense to them?
- Include an introductory sentence, which mentions the topic in the question.
- Make sure all your points include specific details from the passage.
- Make sure that all your points are relevant.
- Do not repeat yourself.
- Write in the third person.
- Try to use a range of connectives, not just ‘also’.
- Make sure you have answered both parts of the question. Watch out! This question is
about Passage B.
- You may want to answer this question first or second, as it is worth 20 marks (You don’t
want to run out of time and automatically lose all those marks!).
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
Mark Scheme
B. Practice
Writing a Summary (Extended) (Please refer to the Teacher’s Guide for the answers.)
Using information from the passage on page 110, make notes on how marriages were arranged
and ended in Ancient Egypt. Include:
- when young people married
- how marriages were arranged
- what was included in a marriage contract.
Write your notes out as a summary.
Write about 200 words.
IV. Closing
To close the lesson, the students will be asked to write a sentence of 35 words incorporating all that
“The only way to improve outcomes is to improve instruction” - How the world’s best-performing school systems come out on top
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
they have learned during the discussion to generalise their understanding of the lesson.
Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford
“The only way to improve outcomes is to improve instruction” - How the world’s best-performing school systems come out on top
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
Subject : English Level: Secondary 3
b. Writing
• 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.
B. Task 1
Short sections of text. Students select the option that they think best sums up what the story is
about.
C. Task 2
Students then choose the statements that they think would be main ideas or smaller ideas from
an article.
Mayor John Fitzgerald attended
a May 17, 1912 ceremony. Each number in the
hand-operated
Fenway is the oldest and scoreboard weighs
smallest park in major three pounds.
league baseball.
Asthma is the most common
chronic childhood illness. Scientists study the
role of "Mycoplasma
Diet and more time indoors pneumoniae" in
may contribute to the rise asthma.
of cases.
This is the story of a white
boy's life during the Civil War. He lives in the
South, but supports
He has short curly blond the North.
hair and is tall for his age.
“The only way to improve outcomes is to improve instruction” - How the world’s best-performing school systems come out on top
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
B. Activities
1. Task 1
Students read the Desmond Tutu article.
Students complete the summary tasks:
- How many individual points does he make against the death penalty?
- List the main reasons Tutu has for abolishing (getting rid of) the death penalty?
- What counter argument does Tutu give for keeping the death penalty?
- Summarise in one sentence Tutu’s overall argument.
2. Task 2
Distribute to each group member a copy of the group summary of the Plymouth Article from
last lesson.
Tell students to read their copy of the group summary and to underline the main idea in red
and supporting details in blue.
Your summary should explain the reasons and goals the English had for colonising these areas
of North America.
III. Closing
Throughout the sessions, when students are working in pairs or independently, the teacher will make
note of whether or not they are using their own words in paraphrasing. The teacher will be ready to
intervene with additional modelling and practice if students are having difficulty paraphrasing.
The quick writes at the end of the sessions should be collected to see whether students are using
their own words, whether they have understood the text they read, and what information they have
learned about the animals. The teacher will then compare the prior knowledge that was assessed at
the beginning of each session with the information included in the quick writes to see what new
information has been learned.
Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford
“The only way to improve outcomes is to improve instruction” - How the world’s best-performing school systems come out on top
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
Subject : English Level: Secondary 3
b. Writing
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
B. Homework Check
Check to see if students finished their essay. Award completion marks.
C. Comprehension Questions
Write the following questions on the board and have the students answer them in their notes.
“The only way to improve outcomes is to improve instruction” - How the world’s best-performing school systems come out on top
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Weekly Lesson Plan (Academic Year 2018/19)
English Department
1. What is the proverb Bilbo invents?
2. Why does the Lord of the Eagles notice the expedition?
3. Why won’t the eagles fly near where men live?
D. Discussion Questions
Discuss the following questions as a class.
1. Why doesn’t Bilbo tell the dwarves about his ring? Do you consider this lying?
2. Why is it significant that Gandalf must be rescued by the eagles? How does it affect our
opinion of Gandalf and of Bilbo?
E. Independent Task
Bilbo’s Letters Assignment
• Distribute the handout explaining the letter writing assignment.
• Read through it with the class and make sure they understand what is expected.
• Tell them their first letter must be completed for the next class. Though you will not collect
them, you will check to see if they are done and will award completion marks.
III. Closing
Homework: Essay
Compare the descriptions of Beorn and his house with various classic versions of the story of
Frankenstein. How is Beorn similar to this archetype? How is he different?
Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford
Reflection / Comments on T&L:
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