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A Day in the Home

Introduction

Individual Task: Learning Intention (1)

Pupils can organise a survey and write a report on it.

Individual Task - Success Criteria

I can devise a survey about life in the 1950’s and 60’s, and using the information on it, and the information collected by my classmates, write a report about life in those days.

Lesson

Lesson One

Whole Class: Watch the short film ‘A Day in The Home’. The pupils will be aware of a great many differences in the lifestyles between then and now.

In Pairs: In your jotter, make a list of at least ten things that you found to be different from the film to today’s lifestyle.

Groups: Talking to the pair next to you, see if they have come up with the same things as you have. Make a note of any different ideas they have come up with.

Individual Homework Task

Write down 3 things that you think that would make the family’s life more comfortable or more enjoyable. Explain.

Lesson Two

Go back into the same groups as yesterday. Compare the responses you have written for homework with the rest of the group. Are there many differences?

Whole Class: Looking back at yesterday’s group task, each group has to report back to the rest of the class with their findings. Responses are collated on the Smartboard by either the teacher or by a volunteer. (It may well be necessary to watch the film more than once.)

Class discussion

  • How realistic do you think the film was?

  • What things did you think were very unusual by today’s standards?

  • Can you imagine anyone in your family living like this?

  • How could we find out how people lived back in the 50/60’s.

Class discussion follows. Teacher elicits the idea of a survey.

Individual Homework Task:

Each member of the class has to think about and write down what differences they think are most interesting between life now and life in the 50s/60s.

Lesson Three

Teacher re-caps on previous lessons, reminding children of learning intention and the survey that is to be devised. Teacher questions pupils on previous night’s homework.

In Pairs Pupils discuss what questions they would ask someone about how their lives were in the 1950/60s in order to get a full and interesting picture of their situation.

Groups: Join with the pair next to you and compare the questions you are thinking of asking. Are your chosen topics similar? Write down any differences.

Class:One volunteer, or the teacher, collates feedback from each group on to the Smartboard.

Class:There has to be a limit in the number of topics that the survey can take in. As a class decide which 8-10 aspects of life are suitable for the purposes of your survey.

As a guide, the following topics may be of use:

  • School

  • Fashion/Clothes

  • Entertainment (Going Out)

  • Toys/Pastimes/ Games

  • Food

  • Job Expectations

  • Role of Men and Women in society

  • Transport/Holidays/ Car Ownership

A general conclusion – What have been the biggest changes? Have all of them been for the good? What has changed for the better/worse?

Whole Class: The teacher reminds once more that a survey has to be designed in order to find out information about what life was like in the 50/60’s. What shall it look like? The design of the survey shall be helped by children having examples modelled.

Paired Task: A sketched first example could be used, pupils can discuss in pairs what their preferred layout shall be.

  • Some guidelines could be:

  • Keep it simple.

  • They should have;

  • Title

  • Subheadings

  • Enough space for a response to be written.

Individual Homework Task

Design the layout of a survey. It us important that pupils have the opportunity to design their own - a simple Word programme is sufficient.

The two simplest / most user types friendly would be:

  • Heading

  • Sub heading -question

  • Subheading -question

  • OR

  • HEADING

  • Q-1

  • However, it should be the pupils own choice.

Once this task is complete, each pupil has had time to design and print off their preferred style of survey with appropriate headings and questions, we can move on to the next task.

Individual Homework Task

(Pupils should have a few days notice in order to complete this task, so they can arrange an interview. Ideally this could be done over a weekend.)

Pupils have to interview someone who grew up in 50s/60s, and record responses.

Lesson Four

Teacher and class discuss previous knowledge/lessons, and previous homework task.

Class: Responses are collated under the various headings. These clustered ideas are discussed and different views are aired.

Individual Task

Pupils have to write a report on life in the 50s/60s and how it has changed. Building upon previous knowledge the principles of report writing are reviewed.

The success criteria for this task is the same as that mentioned on the first page.

  • Information - no opinion.

  • Formal style- Third Person.

  • Formal Language.

  • Logical Paragraph Structure - Cluster.

  • Present Tense.

  • Appropriate Introduction + Conclusion.

It will also be useful to develop a Wordbank to aid expression and Topic Sentences.

Lesson Five

This suggested paragraph plan could be used with any Wordbank that has been developed.

Paragraph Plan

  • Introduction

  • We have devised a survey to enquire into how life was for our families in the 50s/60s

  • After looking at the various responses , we have managed to produce a report which highlights some aspects of life back then

  • Para. 1: The first aspect of life in the 50s/60s that was asked about was XXX

  • Para. 2: When asked about X there was a variety of replies . While some respondents answered XXX, others claimed XXX

  • Para. 3: Another aspect of life explored was XXX

  • And so on…

  • A response of 500/700 words is possible for many pupils

The paragraph plan is easily adapted to add / take away scaffolding according to required differentiation.

Prepared by James Blake, English Department, Lourdes Secondary

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