AS – Learning to Plan for the last question Learning Question: Can I plan effectively to answer the last question in the exam? Learning Path: Ball and sticks Examine the criteria (key phrases) Group Planning (in scaffold stages) Feedback Assess plans Starter – Ball and sticks

Texts from other cultures: Blessing Starter – look at the “collapsed” poem… Which words stick out? Why? Write ideas on the sheet. EXT: Can you guess what the poem is about?

Groups: Group 1 Chloe, Becky, Kate, Huong Paul, Hannah T, Georgia Mia, Shoshannah, Jordan Josh, Katie, Ellie, Caroline Harry, Hannah L, Flo Starter – look at the “collapsed” poem… Which words stick out? Why? Write ideas on the sheet. EXT: Can you guess what the poem is about?

OUTSTANDING PROGRESS: I will be able to plan a coherent argument using well- chosen quotations, sophisticated literary terms, perceptive explanation of effect through close analysis and different interpretations explained (A) EXCELLENT PROGRESS: I will be able to plan an argument using well-chosen quotations, literary terms, explanation of effect through close analysis (B) GOOD PROGRESS: I will be able to plan an argument using quotations, some literary terms, explanation of effect through close analysis (B)

Planning in stages Question Focus Question Focus Text 1: Novel Text 2: Rosetti poems Text 2: Browning poems Text 2: Browning poems EXT: Can you come up with an original point that no one else will have considered (A/A*)

Planning in stages Question Focus Question Focus Text 1: Novel Text 2: Rosetti poems Text 2: Browning poems Text 2: Browning poems Point: Q EXT: Can you come up with an original point that no one else will have considered (A/A*)

Planning in stages Question Focus Question Focus Text 1: Novel Point: Q LIT TERM EXT: Can you come up with an original point that no one else will have considered (A/A*)

Planning in stages Question Focus Question Focus Text 1: Novel Point: Q LIT TERM EFFECT (perceptive) Different interpretations EXT: Can you come up with an original point that no one else will have considered (A/A*)

OUTSTANDING PROGRESS: I will be able to plan a coherent argument using well-chosen quotations, sophisticated literary terms, perceptive explanation of effect through close analysis and different interpretations explained (A) EXCELLENT PROGRESS: I will be able to plan an argument using well-chosen quotations, literary terms, explanation of effect through close analysis (B) GOOD PROGRESS: I will be able to plan an argument using quotations, some literary terms, explanation of effect through close analysis (B) GROUP FEEDBACK PEER ASSESS ACTIVE LISTENING BE READY TO EITHER QUESTION, ARGUE OR EXTEND GROUP FEEDBACK PEER ASSESS ACTIVE LISTENING BE READY TO EITHER QUESTION, ARGUE OR EXTEND

HOW TO PLAN QUICKLY – A SHORT STEP-BY-STEP GUIDE:

OUTSTANDING PROGRESS: I will be able to plan a coherent argument using well-chosen quotations, sophisticated literary terms, perceptive explanation of effect through close analysis and different interpretations explained (A) EXCELLENT PROGRESS: I will be able to plan an argument using well-chosen quotations, literary terms, explanation of effect through close analysis (B) GOOD PROGRESS: I will be able to plan an argument using quotations, some literary terms, explanation of effect through close analysis (B) SELF-ASSESS YOUR LEARNING