Date: 27/04/2018 Class/Form: Year 10 Topic: The Tulip Touch Time: 40 mins

Learning outcomes: By the end of the lesson the students will have covered Act 1 Scenes 5 – 6 from the drama ‘The Tulip Touch’ and build character profiles on
Natalie and Tulip, the main characters of the drama, and the secondary charcters that appear throughout the scenes, based on what we have covered so far, and learnt
new vocabulary and phrases (pestering, bannisters, manky, glance, imp, lolling against one another, mucks about, the brunt of it, sinister, drably, ecstatic, discreetly,
curtseys, reminiscent, peckish, pies with battlements, prances away, snatch you bald headed).

Skills: Reading, Listening, Speaking. Resources: ‘The Tulip Touch’ by Anne Fine, IWB, WB, WB markers, lollipop sticks, character profiles pack, presentation.

Aims Interaction Procedure Time Assessment Anticipated Problems and Solutions

To settle the Ss down, T Þ Ss T greets the ss as they walk into class, takes the 4 mins / /
to commnicate the LOs register, communicates the LOs with the Ss, and
and introduce the explains the vocabulary pre-teach activity.
concept of the “Before getting into the reading, we are going to
vocabulary pre-teach encounter some tricky words
activity.
To do the vocabulary Ss ó Ss Using the presentation, the T goes through each 5 mins To see if the Ss can Ss may get stuck whe reading a difficult
pre-teach activity. slide with the Ss and asks them to choose which make sense of certain word or not understand. Ask a S who
definition they think is correct. T provides new words without has understood to offer peer-teaching
further explanation of the words if the students guidance. before expaining yourself in simpler
should require it. Englihs.
To cover scenes 5 & 6 T ó Ss The T chooses the Ss who are going to read 17 To see if the pairs were Ss may not understand the definition of
from the drama, and to Ss ó Ss using the lollipop sticks, and as the reading is mins able to guess the correct a particular word, or the pairs might get
explain the new happening there will be a few pauses to put the definition a definition wrong. Allow peer teachign
vocabulary as the drama new phrases and vocabulary that the Ss need to before explaining again in simper
progresses. learn in context. English.
To have a recap of the T ó Ss T stops the Ss and thanks them for taking part. 10 To see whether the Ss Ss may not understand certain points
important scenes that Ss ó Ss The T asks the Ss to bring out their character mins were paying attention about the characters. Allow peer
were covered, and to profile packs, and using certain scenes from the and to build the teaching before explaning in simpler
build the character text, asks the Ss questions to elicit certain traits character profiles of the English.
profiles with about the characters, and builds their profiles characters.
participation from the with the participation of the Ss on the IWB.
Ss.
To conclude the lesson T ó Ss T concludes the lesson by eliciting the LOs from 3 mins To see whether the LOs /
and to refer back to the the Ss, and reminds the Ss to bring the book for were successfully
LOs. their next drama lesson with their normal reached.
teacher.