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Sample Lesson Plans


 

THE LONDON NAUTICAL SCHOOL

Department of English

Samples

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  1. ‣NATIONAL CURRICULUM STATEMENTS - KEY STAGE THREE WRITING.pdf

This group of work samples are drawn from a range of learning programmes throughout Key Stage Three. Each one starts with a short context statement, and in some cases there is also a link to the planning for the lesson sequence from which they arose. Notes and comments are intended for clarification purposes only and in this case refer only to the domain of Analytical Writing


Analytical Writing Sample A:

 

STYLE: (Level 5C)
Organised and suited to purpose.
Sequenced and coherent, with transient moments towards fluency - particularly evident in the extensive use of linking words

STYLE: (Level 5C)
Organised and suited to purpose.
Sequenced and coherent, with transient moments towards fluency - particularly evident in the extensive use of linking words

CONTENT: (Level 4)
Consistent reference to specific evidence.
The content explores the scene as a chronology which makes sense for a film scene analysis
The essay sustains interest and demonstrates clearly the writer’s engagement with the film

STYLE: (Level 5C)
Organised and suited to purpose.
Sequenced and coherent, with transient moments towards fluency - particularly evident in the extensive use of linking words

CONTENT: (Level 4)
As noted by the classroom teacher, the student writes well and with detail about the technical features in the film but does not develop a specific explanation of the effect of these features (film techniques have direct parallel to reference to the effect of language techniques in a literary essay)

ACCURACY: (Level 4C)
Significant word-level inaccuracy with many common-use words spelled phonetically
Sentences often incorrectly punctuated (e.g. lack of commencing capital letter) and at times incomplete.

It should be noted that this particular piece was originally assessed as a ‘reading’ task and emphasis was not given to mechanical accuracy
Grade: Level 4

Final Comment:

This piece is typical of students working at level 4 in Key Stage Three. While the student has engaged with the text and has clarity and precision in their structure as well as a discplined reference to detail from the original text, their writing lacks development. 

Advice to this student should emphasise the importance of:

Referring to more technically detailed evidence
Explaining the effect of the techniques identified
Editing work for accuracy in spelling and sentence punctuation


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