ENG 1 Young Dragons

English Summary
KS3 Cycle Curriculum Pack

Project one – Young Dragons
Page 1.1
Teachers
only
Young Dragons
summary
Young Dragons is a project that provides an opportunity for
students to explore the importance and potential of public
transport, while improving on their speaking, listening and
persuasive writing skills.
English. KS3 Cycle Curriculum Pack. Version 1. January 2009
• Students will work in groups to perform a role-play based on BBC2’s

Dragons’ Den
• Students will negotiate a list of requirements for the perfect mode
of transport, taking into consideration matters such as global warming,
parking, health and safety, speed of travel and cost
• The unit will involve planning, debating and learning techniques of
persuasion and reconciliation
• It will be an exciting, high-impact unit that will build relationships and
confidence, and raise awareness of transport issues, which is firmly
linked to the National Curriculum for English
Students will initially debate the issues relating to transport, identifying
conflicts and concerns. They will then split into two groups, the Dragons
and the Inventors.
The Inventors will design the ‘ideal’ form of transport, negotiating and
compromising until they reach a whole-group consensus.
The Dragons will prepare to be a judging panel. They need to agree on
a set of criteria against which the Inventors’ designs can be judged.
The unit will conclude with a class debate, in which the teacher can
formally assess the class on speaking and listening. Also provided are
materials to allow students to self- and peer-assess.
English Teaching delivery map
Page 1.2
Teachers
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Young Dragons
teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work – KS3 strategy
Subject Unit summary
Speaking and listening • Speak fluently and appropriately in different contexts

• Structure their talk clearly
• Use rhetorical devices for emphasis
• Use visual aids and images to enhance communication
• Ask questions and give relevant and helpful comments
• Identify the major elements of what is being said
Writing • Develop arguments and cite evidence
• Use persuasive techniques and rhetorical devices
• Anticipate reader reaction
Areas within a School Travel Plan (STP)

Section of the STP How does the project link to the STP criteria?
Part 1 – Tell us about your school Students need to identify travel issues in order to
invent solutions to them.
Part 4 – What exactly do you Clear criteria for travel success are drawn up and
want the plan to achieve? negotiated in student-led groups.
Part 6 – Monitoring, reviewing Ideas and plans are analysed and critiqued within
and progress reporting a safe structured debate.
English Teaching delivery map
Page 1.3
Teachers
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Young Dragons
teaching delivery map
Areas within Every Child Matters (ECM)
Objective How does the project link to the ECM objective?
Be healthy Health and fitness will be an area of consideration
at the planning stage of the project.
Stay safe Similarly, safety will be a key concern.
Areas within Healthy Schools (HS)

Core themes In what way does the project link to the HS core theme?
Personal, Social and Health Personal responsibility and democratic processes will
Education (PSHE) be considered by the class as part of their group work.
Physical activity Hopefully, the benefits of using our bodies to travel
will be identified by student groups.
English Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 1.4
Teachers
only
Young Dragons
lesson plans
Lesson 1
Group discussion
Lesson 1 is a chance for students to begin working in groups. They are
encouraged to consider transport issues and begin thinking about priorities
for their own inventions.

Lesson 2
Persuasive writing
Lesson 2 is a more conventional teacher-led lesson, providing the students
with a toolkit of persuasive devices to use in their speaking and listening
assessments.
Lesson 3
Your invention
Lesson 3 is a creative group-work lesson. The students invent their
transport and write persuasive descriptions to deliver as presentations
in the Dragons’ Den.
Lesson 4
Into the Dragon’s Den
Lesson 4 is a speaking and listening assessment lesson. Students present
their ideas and question each other on their inventions. They are also
encouraged to peer- and self-assess according to criteria for success.
Page 1.5
Teachers
only
Young Dragons
lesson 1 – structure
Group discussion
Slide 1 – This project will focus heavily on group-work skills. The learning
focus needs to be on the dynamics of a group from the first lesson.
Slide 2 – This activity allows the students to consider their own experiences.
It asks them to question the modes of transport they use and consider
alternatives. This is a good thinking starter which gives every student
something to do as the register is taken and all the class settle ready
for the lesson.
Slide 3 – The students are first asked to talk in pairs. This will break the
ice for those who find group discussions intimidating. Teachers need
to carefully consider the impact of seating plans on the success of
this lesson.
Slide 4 – This is a key word. Encourage the students to discuss the word
‘ideal’, and consider whether it is a realistic or desirable goal. It might be
worth making a distinction between, for example, an unobtainable ‘ideal’
body and a highly desirable and beneficial ‘ideal’ mode of transport.
For higher-ability students, it is also worth considering how what is ‘ideal’
in one circumstance is not in others. Is it possible to define an ideal?
Slide 5 – The teacher leads a discussion that collects the ideas of the
class. Here a teacher can intervene if an important feature of transport
is overlooked.
Page 1.6
Teachers
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Young Dragons
Group discussion (continued)

Slide 6 – Here a teacher is well advised to have planned carefully
beforehand. Depending on the students, it might be better to have
pre-arranged the groups. You might want two sets of Inventors and two

of Dragons, to keep the group sizes to a manageable level. It might also
be appropriate to have only one group of Dragons, perhaps made up of
lower-ability students, who then have the status of a formal judging role
and a more structured job to do. A teacher can then work closely with
the Dragons to help model and scaffold the judging process.
Slide 7 – Please see worksheets provided to help scaffold these activities.
Slide 8 – This plenary helps the students to reflect on their experience

of group work. Over the next series of lessons they can be encouraged
to work to improve upon their own contribution.
Resources:
Worksheet 1 Dragons!
Worksheet 2 Inventors!
PowerPoint™ Slide presentation
English
Young
Dragons...
Handouts and worksheets for photocopying
Lesson 1
English Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project one – Young Dragons Page 1 of 1
Page 1.9
Name Date
Class
Dragons!
Write in this box your ideas of what you are looking for in the
perfect form of transport.
You need to order your ideas, with the most important first and the
least important last. Try to get everyone in the group to agree!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
English Lesson 1
Page 1.10
Name Date
Class
Inventors!
Discuss your ideas of the perfect form of transport. Try to get

everyone in your group to agree.
What is it made of?

What does it look like?
Is it environmentally friendly? How?
Sketch your ideas here.

English Lesson 1
KS3 Cycle Curriculum Pack PowerPoint 1
Page 1.11
Positive roles in group discussion
English Young Dragons Lesson 1

Objective –
To take a positive role in a group discussion.

Curriculum Focus on Cycling 2008 Transport for London

Starter –
How do you get to school?

What other ways could you use to get
to school?
Why don’t you use these other ways?

In pairs –
Consider what the ideal form of transport

might be like. Include ideas about:
– Cost
– Convenience
– Speed
– Environment
– Health
– Safety

English Lesson 1
Page 1.12

What does ideal mean?
Can we achieve the ideal?


Features of ideal transport
Environmentally friendly

You will now be split into either

Dragons or Inventors.

English Lesson 1
Page 1.13

Dragons –
If you had to judge a competition to design
the ideal form of transport, what would you
be looking for?
In groups, make a list of ten things and agree
the order of importance.
Inventors –
In teams, come up with some ideas of the
ideal form of transport.
What features will it have?

Plenary –
What role did you take in your group?

Did you contribute to the discussion?
Did you talk too much?
Did you listen to others?
Did you come up with ideas?
Did you help others to stay on task?

Page 1.15
Teachers
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Young Dragons
Persuasive writing
Slide 1 – The students need a toolkit of persuasive techniques to use
in the Dragons’ Den. You may have already covered some of these
techniques with the students, but it is useful to cover them again,
with specific focus on travel.
Slide 2 – This brief discussion allows the students to clarify the key word
and share previous knowledge.
Slides 3, 4, 5 – This activity allows students to make conscious decisions

about word choice.
Slides 6, 7 – Try to encourage your students to invent plausible facts and

figures – the focus should be on persuasion and not accuracy! This skill
of ‘faking’ fact is very useful to students in English, where it is the ‘how’
and not the ‘what’ that is assessed.
Slides 8, 9 – A very useful technique.
Slides 10, 11 – This technique also helps the students keep their writing
in the third person with an appropriate degree of formality.
Slides 12, 13, 14 – Enjoyable games that encourage the students to share
their ideas and constructively criticise each other’s work.
Resources:
Worksheet Persuasive techniques
PowerPoint Slide presentation
English
Young
Dragons...
Lesson 2
English Lesson 2
Page 1.19
Name Date
Class
Persuasive writing techniques
1. Emotive language – Examples of emotive words

2. A sentence using facts and figures.
3. A sentence containing a rhetorical question.
4. A sentence that includes the audience.

English Lesson 2
Page 1.20

Objective –
To learn techniques to make our

writing persuasive.


What is persuasion?
What persuasive techniques do you

already know?

Emotive language
Words can make us feel certain emotions.
Depending on what you want your audience

to do, it helps to influence how they feel.

English Lesson 2
Page 1.21

For example, if I wanted to persuade you to

donate money to help poorly kittens, I might
want you to feel pity for the kittens.
Words to make you feel pity –
Innocent
Vulnerable
Young
Weak
Helpless
Soft
Bewildered
Hungry

Which words could we use to make our

inventions sound really good?
Healthy
Innovative
Efficient
Ground-breaking
Unique
Marvellous
Responsible
What others can you think of?

Write three on your worksheet.

Facts and figures
Make yourself sound as if you have studied

your subject and know everything about it.
Use numbers to persuade your audience that
you know more than they do!
For example:
– 98 per cent of people surveyed said they
would definitely buy my invention if it was
available in the shops

English Lesson 2
Page 1.22

On your worksheet, write a sentence that

uses facts and figures to persuade the
Dragons to choose your invention.


Rhetorical questions
These are questions that you ask even though

you already know the answer.
Do you want me to punch you in the

nose, buster?
Do you really want to fail your exams?
How many times do I have to tell you?
Do you really want your children to be
knocked over by a car?


uses a rhetorical question to persuade the

English Lesson 2
Page 1.23

Including the audience
Using words such as you, we, us and together

makes the audience feel that you are talking
directly to them.
For example:
– Together, we can help save energy


includes the audience to persuade the

Now, see if you can guess which two

techniques are being used here:
We must do something to stop the horrific

damage private cars and lorries are causing
to our environment.

English Lesson 2
Page 1.24

Share some of your sentences and

see if you can spot the persuasive
techniques being used!

Page 1.25
Teachers
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Young Dragons
Your invention
Slide 1 – The emphasis is still on working collaboratively. If the groups
are carefully organised, lower-ability students will be supported by
higher-ability ones.
Slide 2 – For this lesson, the Dragons need to be sent as ‘advisers’ into the
Inventors’ camps! This is so that they can join in with the use of
persuasive techniques. They can also advise the Inventors about their list
of requirements.
Slides 3, 4, 5 – Please see worksheet to support this activity. An example

is provided on Slide 4 to help the students understand their brief. Slide 5
helps them identify the use of persuasive techniques, and also serves as
a reminder of the last lesson’s learning.
Slide 6 – A very simple self-evaluation activity helps them as a group

to consider their achievement and reflect on the success of their
lesson’s work.
Resources:
Worksheet Your invention
PowerPoint Slide presentation
English
Young
Dragons...
Lesson 3
English Lesson 3
Page 1.29
Name Date
Class
Your invention
Name of your invention:
Illustration of your invention

English Lesson 3
Page 1.30
Name Date
Class
Your invention
Write your explanation here – remember to include

persuasive techniques!

English Lesson 3
Page 1.31
A group of inventors

Objective –
To work as a group to write a clear explanation

including persuasive techniques.

Dragons –
Each Dragon needs to join an Inventors group

to give advice.

Each group now has to produce the following:
– An illustration of your invention with labels

– A written explanation of your invention using
persuasive techniques
There is an idea on the next slide –

I’m sure you could all do better than this!

English Lesson 3
Page 1.32

A people- Explanation
powered car You all need one of these amazing
cars. They run without any use of
fossil fuels, they are extremely
cheap to run, and they keep you
fit and healthy in a fun way!
We all know that the planet is being
seriously injured by our use of
wasteful and expensive fossil fuels.
Using our bodies to power our

vehicles is a sensible way to
improve the health of both our
bodies and the environment. Eighty-
five per cent of people we surveyed
agreed that the fabulous ‘people-
powered car’ would improve the
Look – can you spot some quality of their life.
persuasive techniques in
the explanation? Do you really want to miss out?

Plenary –
Have you:
Used emotive language?
Used a rhetorical question?
Included the audience?
Used facts and figures?

Page 1.33
Teachers
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Young Dragons
Into the Dragon’s Den

Each class teacher will need to arrange the fourth lesson
according to the needs and strengths of the class. Below are
some suggestions and tips:
It would be useful, if possible, to show the students a clip of the BBC2

show Dragons’ Den, so they can see the structure of presentation
and questions.
A teacher might decide to discuss the self- and peer-assessment grids
at the beginning of the lesson, to ensure that everyone understands how
to succeed.
Arrange the Dragons at the front of the class. They can have with them
the prompt sheet from Lesson 4 to help scaffold their responses. Each
Dragon or pair of Dragons can take the lead for a different Inventor or
team of Inventors, thus allowing everyone a chance to take a leading role.
The Inventors need to stand in front of the Dragons. They can have their
planning sheet with them from Lesson 3, but should be encouraged not
to simply read their responses from the sheet.
The Inventors first of all present the invention, showing the picture and
using persuasive techniques. Then the Dragons can ask questions about
it, using the prompt sheet for ideas.
If videoing equipment is available, it would be useful to record the lesson.
At a later date the students can then observe their own performance and
assess it using the peer-/self-marking grids.
Page 1.34
Teachers
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Young Dragons
Into the Dragon’s Den (continued)

If videoing equipment is not available, students can assess each other
and themselves using the peer-/self-marking grids during the actual lesson.
This means that everyone has something to do, even if they are not

involved directly in the discussion at any given moment.
The Dragons (possibly with teacher support) need to decide on a winner
at the end of the lesson, and give the reasons for their decision. A scaffold
for this is provided.
The outcome of the lesson is that everyone is able to decide on a target
for their own improvement in speaking and listening.
Resources:
Worksheet 1 Self-assessment grid
Worksheet 2 Peer-assessment grid
Worksheet 3 Dragons’ prompt sheet
English
Young
Dragons...
Lesson 4
English Lesson 4
Page 1.37
Name Date
Class
Self-assessment grid
Things to consider Tick or

cross
Did I speak clearly, slowly and audibly?
Did I pause for full stops and commas?
Did I look at my audience?
Did I use persuasive techniques?

Did I answer questions clearly and thoughtfully?
Did I avoid using slang?
Did I avoid saying things such as ‘um’ and ‘er’?
What do I need to do to improve my speaking and listening?

English Lesson 4
Page 1.38
Name Date
Class
Peer-assessment grid
Things to consider Tick or

cross
Did they speak clearly, slowly and audibly?
Did they pause for full stops and commas?
Did they look at the audience?

Did they use persuasive techniques?
Did they answer questions clearly and thoughtfully?
Did they avoid using slang?
Did they avoid saying things such as ‘um’ and ‘er’?
What advice would you give them to improve their speaking and listening?
English Lesson 4
Page 1.39
Name Date
Class
Dragons’ prompt sheet
Questions you could ask:
1. Is your invention easy to use?

2. Is it expensive to run?
3. Is it environmentally friendly?
4. Who would want to use your invention?
5. Is it safe?
6. Is it easy to park?
7. How fast can it go?
Decision time:
a. Which invention are you most impressed with?
b. What were the positive points about it?
c. Any negatives about it?
d. Why was it the best overall?


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English Summary

KS3 Cycle Curriculum Pack

• Students will work in groups to perform a role-play based on BBC2’s

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Areas within a School Travel Plan (STP)

Stay safe Similarly, safety will be a key concern.

Areas within Healthy Schools (HS)

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Group discussion (continued)

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Slide 7 – Please see worksheets provided to help scaffold these activities.

Slide 8 – This plenary helps the students to reflect on their experience

Discuss your ideas of the perfect form of transport. Try to get

What is it made of?

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Is it environmentally friendly? How?

Sketch your ideas here.

Positive roles in group discussion

English Young Dragons Lesson 1

To take a positive role in a group discussion.

Curriculum Focus on Cycling 2008 Transport for London

English Young Dragons Lesson 1

How do you get to school?

Curriculum Focus on Cycling 2008 Transport for London

English Young Dragons Lesson 1

Consider what the ideal form of transport

Curriculum Focus on Cycling 2008 Transport for London

Positive roles in group discussion

English Young Dragons Lesson 1

What does ideal mean?

Can we achieve the ideal?

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

English Young Dragons Lesson 1

Features of ideal transport

Curriculum Focus on Cycling 2008 Transport for London

English Young Dragons Lesson 1

You will now be split into either

Curriculum Focus on Cycling 2008 Transport for London

Positive roles in group discussion

English Young Dragons Lesson 1

Curriculum Focus on Cycling 2008 Transport for London

English Young Dragons Lesson 1

What role did you take in your group?

Curriculum Focus on Cycling 2008 Transport for London

with specific focus on travel.

Slides 3, 4, 5 – This activity allows students to make conscious decisions

Slides 6, 7 – Try to encourage your students to invent plausible facts and

Slides 8, 9 – A very useful technique.

Persuasive writing techniques

1. Emotive language – Examples of emotive words

2. A sentence using facts and figures.

3. A sentence containing a rhetorical question.

4. A sentence that includes the audience.

Persuasive writing techniques

English Young Dragons Lesson 2

To learn techniques to make our

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

English Young Dragons Lesson 2

What persuasive techniques do you

Curriculum Focus on Cycling 2008 Transport for London

English Young Dragons Lesson 2

Words can make us feel certain emotions.

Depending on what you want your audience