Prep I: Subject: English

Week: 15/16 Second Term

Topic Small but Perfect
Topic: The Travel Agency
7.6 The beach
Cambridge School Shakespeare Macbeth
Act 3 Scene 6
Pages 92-95
• to consider ways of ending a story
Attainment • to explore how theme is developed
Targets • to consider an opinion about a story
By the end of this lesson the students would know:
Learning • to comment on how a writer ends a story
Outcomes • to identify and explain how a theme is developed
• to give an opinion about the story, using examples from a text.
Remind learners of the different genres of stories they have covered - for example, adventure stories in Unit 1 and fantasy stories
Starter in this unit. Point out that they have spent a lot of time in this unit predicting how the fantasy story 'The Travel Agency' might
Activity Idea continue and end.
Invite learners to think more generally about how stories end, and to use the ideas in the Getting started activity to get them
thinking.
 Once in pairs, give learners ten minutes to discuss the endings of different stories they know. They can include films as well as
books, short stories as well as longer ones. They should make a list of the titles, and start to think about whether the endings
could be organised int any groups.
After ten minutes, invite pairs of learners to offer some suggestions from their lists of stories and/or films that have interesting
endings. Write some of these on the board.
Ask learners if they can see any groups or patterns emerging from the different stories and endings they have thought of. For
example, apart from closed and open endings, are there any other types of endings?
Ask learners to express their preferences that is, to say what kinds of endings they prefer, and to explain why.

Methodology
The teaching methodology outlined here follows a structured approach aimed at engaging learners in active discussion and critical thinking. The passage
begins by prompting learners to reflect on their predictions about the story's ending, fostering engagement and building upon prior knowledge. It then
moves on to introduce technical terms related to story outcomes, encouraging learners to expand their vocabulary and comprehension. Through pair
activities and writing exercises, learners are encouraged to analyze the text, make observations, and articulate their understanding. Feedback and
discussion sessions are incorporated throughout, promoting peer interaction and deeper comprehension of the material.
The teacher leads the instructional process by guiding learners through various activities and discussions. The teacher facilitates
Teacher Led the exploration of story elements such as predictions, vocabulary, and thematic analysis. Through explicit instruction and
Content explanation, the teacher ensures that learners grasp key concepts and engage meaningfully with the text. The teacher also
provides opportunities for peer interaction and feedback, fostering collaborative learning and deeper understanding. By
structuring the lesson and providing clear directions, the teacher plays a central role in facilitating learning and promoting critical
thinking skills among the students.
Student Led The teacher's guidance, this passage emphasizes student autonomy and active participation in the learning process. Learners are
encouraged to share their ideas, make predictions, and explore vocabulary independently or in pairs. Through activities such as
Content reading extracts, compiling lists, and writing paragraphs, students take ownership of their learning and engage with the material
in a meaningful way. Peer discussion and feedback sessions further empower students to articulate their thoughts and refine
their understanding collaboratively. By incorporating opportunities for independent and group work, the passage promotes
student agency and fosters a sense of responsibility for one's own learning journey.
 Suggested Assessment

Ask learners if they have understood from the extract, starting with the most obvious events and the points that they feel most
Formative certain about. This will allow you to assess learners' understanding of explicit meaning, their ability to separate what a writer tells
the reader from what is left more to imagination and deduction. Afterwards, ask learners to compare what happens in the final
extract with their earlier predictions. This will allow you to assess their understanding of the conventions of the fantasy genre.
Ask learners to tell you, truthfully, whether they liked the ending or not. Encourage them to give reasons for liking it or not liking
it, and write these reasons on the board. Invite the class to look at the list of reasons that have been given, and to think about
which of these reasons depend on things they have learnt while working on this Unit.
When learners have finished their Challenge paragraphs, invite some of them to read out what they have written. Encourage
class discussion of some of the points made. This will allow you to assess the general level of understanding of the way the story
presents human nature as being kind and caring.
Summative Literature
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Language
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 What happens at the end of the story is not totally explicit: the reader has to work out what must have happened to Hanna. If
Differentiated some learners are struggling to understand, write a list on the board with the heading 'Evidence', and get learners to tell you
Instructions what we know for certain (for example, that there is no sign of Hanna or her bag, but there is a strong smell of burnt sugar).
Some learners will quickly grasp what has happened. Encourage them to examine those aspects that are least clear - for example,
the last three lines of the extract.
Support: To help less confident students, draw a two-column table on the board and put in an example of each to get them
started.
Encourage learners to make explicit references to the details in the text that allow them to be certain of what has happened.
Support: While learners are completing Activity 5, write a list of suggestions on the board about kind or helpful actions in the
story-for example, how Hanna and Sannala had liberated the fairy queen Malkian's enchanted ring from the cloud city

Challenge: Encourage more confident learners to look carefully at the telephone conversation that the receptionist has at the
end of the story. We only hear/see the receptionist's part: as readers, we have to try to imagine Alice's side. Get them to write
the whole of the telephone conversation both sides in the form of a drama script.
Turn the Activity 6 prompts into very brief headings (for example, 'Hanna's early loneliness') and write these on the board to help
learners to focus on the topic and also on the principle of keeping notes short.

Challenge: Encourage the more confident readers to pay attention to the words in the prompts that focus on the writer's
methods: how / introduced | presented. Tell them they need to be looking at how the writer uses language and structure to
create emotions in the mind of the reader
Ask learners if they would agree that loneliness and friendship are two of the most important themes in the story. Add them to
Plenary column three on the board.

Direct learners to Activity 7 and tell them that this will be their homework. The ideas they will use in their three paragraphs will
come from the notes they made in Activity 6 and their responses to the Practice activities in the Workbook.

Read through the Writing tip together, and ask learners what they think are the key words. Explain that when an essay question
asks "To what extent do you agree?" it is an invitation to put forward reasons to support the statement-for example, "The Travel
Agency' is a happy story that celebrates the joy of friendship and reasons to disagree with it.
 Then, look at the Reflection questions together. Use this as an opportunity for learners to admit that some aspects of the story
were hard to understand and to get these clear in their minds.

1. frosted-glass
Dictation 2. wardrobe
Words 3. embracing
4. secured
5. apologize
6. customer
7. protest
8. humbled
9. thralls
10. pious
Revise the work done in classroom.
Homework
ideas
The fantasy genre is popular with this age group, and learners can pursue their own existing interests as well as share those of
PROJECT others. You could consider getting groups of learners to create an ongoing classroom display, showing the progress of their
GUIDANCE reading and research. Similarly, the final 'report' could be presented as a display, which groups could refer to as they talk to the
whole class.
Religion, Philosophy and Ethics: Learners can explore ideas of kindness - how it is an essential feature of human nature and our
CROSS- ability to live in organisations and societies.
CURRICULAR
LINK
Note: For effective planning embed curriculum details in your daily planning.