1. LESSON PLANNING CLASS: DATE:
12me2
G322 – Representation in TV drama (exam unit)
6 students: 3
TOPIC/THEME: (double lesson) 14.3.12
boys,
(only third lesson into new scheme)
3 girls
BY THE END OF THE LESSON STUDENTS WILL UNDERSTAND AND/OR KNOW:
To analyse how
Team workers:
representations of - collaborate with others to
social class are work towards common goals
constructed in a TV - reach agreements, managing
drama extract through discussions to achieve results
Learning Objective the micro-elements Habits of Mind - provide constructive support
and feedback to others.
Reflective learners:
To audit knowledge of
- evaluate experiences and
editing terminology and
learning to inform future
apply eye-line match to progress
build narrative.
Articulate one point about representations of working class in extract with at least 1
example from 2 areas (micro-elements)
Make use of terminology
All must
(level 2)
AIMS/KEY WORDSLEARNING
Set themselves a meaningful target for future progress, making use of the mark scheme.
Including Rahul (ALPS: D, currently at E)
Articulate at least 2 points about representations of working class in the extract selecting
relevant examples from at least 3 areas (micro-elements) and analyzing the effects
Most created.
should Use of correct terminology
(level 3)
Snehal, Samir (ALPS: D, PC4:dc), Sharenieka (ALPS: D, currently at Db)
Make sophisticated points about representations of working class in the extract carefully
selecting examples from all 4 areas (micro-elements) and offering an analysis that shows a
strong grasp of the question.
Some Sophisticated use of terminology, particularly editing terms.
could (G (high level 3)
& T) Hopefully, Carmela and Kamini will reach this level, perhaps Snehal – They made a good
start last lesson and discussed this in their self-valuation. All will be working towards it
throughout this lesson and subsequent lessons.
ALPS (PC4): Carmela - D (Cc), Kamini – C (Cb), Snehal - C (Cc)
AIM:
- To build upon skills introduced in the last 2 lessons and track progress, planning for further
progression
- To deconstruct media texts using correct terminology and referring to the micro-elements
- To articulate relevant points about the representations in the extracts
- To link points and illustrative examples and analyse the effects created
- To link ideas and examples, and aim to make connections (for some)
- To work collaboratively, developing more independence /less reliance on teacher
- To move students forward toward level 3
-
KEY WORDS/TERMS:
Representation, sympathetic, (non-)stereotypical, negative/positive, biased, dominant/subordinate,
realistic, camerawork, composition, mise-en-scene, editing, inc. eye-line match, sound (diegetic and
non-diegetic), voice over, plus specific terminology for each of the 4 main areas (see TV Drama mat
attached)

2. PLANNING FOR OUTSTANDIING TEACHING
FEATURE: EVIDENCED THROUGH:
How will I imaginatively hook learners into the Response to:
lesson to inspire and enthuse? visual aids – pictures of different
social classes and screengrabs
Use of music video depicting
working class. Students respond and
analyse straight away, justifying
ideas
Progression to drama extract analysis
building up confidence and skills
Shift to more practical task at the
end (there is a third lesson to follow!
Need to pace ourselves!)
How will I enable learners to develop: Quality of responses to exam style
• Literacy (opportunities for reading and question (orally and note form)
writing) Effective use of mark scheme and
• Numeracy? hexagon exercise.
Effective deconstruction of exemplar
answer extract
Peer-Presentations and feedback
What resources are to be used, including new Pictures, music videos, TV drama
technology, to support learning? extract, hexagons for analysis,
progression sheet (adapted mark
scheme sheet), post-its, TV Drama
mats,
Extract from model answer on a
different question
How will I make use of LAs for targeted
N/A
support?
How will I use knowledge of students’ Selected groups (2 groups of 3 –
capabilities to inform activities and mixed gender and ability to allow
differentiation? peer support and leadership roles for
more able)
Use of their targets from last lesson
Aiming for little intervention to allow
meaningful reciprocal teaching but
will judge level of rephrasing /
extending needed during each
phase of the group activities.
The LO can be met at different levels
and the use of the marking
scheme/progress sheet will inform
further planning (for me) and
support further progress (for them)
What opportunity is planned for
developmental marking and feedback? See above (for self-assessment) and

3. peer-assessment planned within the
lesson, using mark scheme and TV
drama mat (reference document).
Students will need to write up a
formal answer as home-learning task
which will be formatively assessed.
Students will be asked to redraft a
paragraph in the light of given
feedback.
How will I help students to understand how to See above
improve?
What opportunities are planned for students All activities are student-led and
to be actively engaged in their own learning facilitate reciprocal teaching and
and articulate what they know? assessment. Finally students self-
assess.
How does SMSC feature (if relevant)?
Discussion of positive and negative /
stereotypical representations of
working class.

4. ENGAGING AND DEMONSTRATING
UNDERSTANDING WILL BE
TIME ACTIVITIES: IMPACT ON LEARNING:
ASSESSED BY:
5 min Recap key question/ link Re-activating and
back to last lesson. Consolidating prior
Students use tracking knowledge
progress sheet to remind Setting up personal focus
themselves of their target. for progress
3 min Students work out the Setting up a frame for Students’ responses
relevance of some collaborative discussion. Correct use of ‘social
pictures of different Clarifying some key terms. classes’ words and other
groups of people. key vocabulary
10 min Students watch and Applying key terms and Students’ responses
discuss representation of starting to develop
people in a music video. overview points on
representation. Looking for
examples
5 min Pulling together a bank of To aid in the completion
words to help us labels of following task /
types of representations framework
7 min Students read and Good model to be Students’ responses and
deconstruct an extract emulated in next task annotations
(About from a level 4 answer.
9 :30)
10min Students watch the Getting used the exam Students’ responses
opening of Shameless format Quality of points made
without the soundtrack Applying knowledge and Use of examples
and respond to “How practicing analytical skills
does the extract construct Without soundtrack first to
representations of social appreciate impact of
class?” voice over later
Watch again and map
points about
representations.
Pull together as a class.
15 min In groups. 2 or 3 more Practising analytical skills. As above and quality of
viewings with sound. Showing progression. effects discussed to show
Deconstruct and analyse depth of analysis
using hexagons to stretch Sharing thinking enables the Use of terminology
development of habits of
analysis and encourage
mind and progress in
linking examples to points learning for all levels of
(key to level 3 and attainment.
above)
10 min Groups present / teach Reciprocal teaching to allow Student led session. Peer
the others. students to structure and assessment. Teacher
Discussion and feedback clarify their responses. reframing / extending
/ feedforward. where needed
Planning for further progress
5 min Plenary: What are we

5. getting right? Where are
we struggling? Is target
(about met? Using tracking sheet.
10 :10)
10 min Exam practice: Students
Practising exam style
individually write a response individually. Work to be formatively
paragraph tackling a Demonstrating progress. assessed by teacher later.
different point / choosing
different examples.
5 min Peer-assessment Understanding how to Peers
10:25 apply the mark scheme.
Feedforward for further
progress.
20-25 Part 2: Focus on editing Allow students to plan Students’ responses and
min terminology further independent study highlighted words
In groups students audit Consolidating and
the terminology for clarifying knowledge,
editing, highlighting terms identifying areas of
they are unsure about. weakness
Students watch short clip Clarifying key terms with
and call out shots and focus on eye-line match
edits.
Extension: Students given Enables application of key Students’ responses during
a short script. They must editing term and how it is and planning (and if time,
apply eye line matches to used. This is an area of execution)
build narrative. weakness according to
(depending on time examiner’s report. Enables
available, shotlist / students to spot it more
storyboard or film) easily next time and
appreciate the effects
created
Set independent study: Helps students to gain
learn all the terms in confidence in recognizing
editing box for next edit terms, helping to gain
lesson. Share your learning more of the available
via blog. marks for terminology.
Students in charge of their
own learning.