University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Fiona Buchanan Curriculum Area / Activity: Literacy Writing activity Class: Year 5/6 Class (not literacy set) 27

Lesson Number: School Action Plus

of

1 4 1 LM?

Date/Time:

15/11/12

Lesson Duration:

60 minutes Mrs Phillips Miss Martin Ms Noble Number of Pupils:

SEN Pupils School Action

(refer to departmental register / IEPs)

Names of other adults present:

Student teacher target in relation to Standards and ITDP

T1 - Set high expectations which inspire, motivate and challenge pupils T2 - Promote good progress and outcomes by pupils T3 - Demonstrate good subject and curriculum knowledge T4 - Plan and teach well structured lessons T5 - Adapt teaching to respond to the strengths and needs of all pupils T6 - Make accurate and productive use of assessment T7 - Manage behaviour effectively to ensure a good and safe learning environment T8 - Fulfil wider professional responsibilities Personal and professional conduct

Identified targets based upon previous lesson plan evaluation

Pace

Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values, attitudes and skills) To write a news report for a local newspaper Working towards... To use prompt sentences and sequence them into a To add own words / sentences, develop existing ones to add detail to the story With help from the teacher / AOT/ peers. Wednesday, 20 February 2013

Differentiated Learning Outcomes

Achieving... To use the scenario given to write a news story, to follow the conventions of chronology, the 5 Ws and use VCOP With little or no help from the teacher/AOT / peers. Beyond... To use the scenario given to write a news story, to follow the conventions of chronology, the 5 Ws and use VCOP, extend knowledge and skills by using a thesaurus and dictionary. Without help.

LO1

University of Brighton, Faculty of Education and Sport

Learning across the curriculum

English - En1 speaking and listening, EN2 Reading, En3 Writing

Resources
Lesson plan x 3 teacher, observer(class teacher), TA Seating plan VCOP sheets Scenario sheets Sentence blocks for working towards IWB / Whiteboard /Pens Access to the school network TA or AOT for SEN pupils Tidy up music ready to go

Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

Pre-lesson

Print LI and remember to LI To write a news report for a local newspaper Remember to Put the story into the right order Use the 5 Ws to help you write your report Refer to the VCOP sheet to help you Use a dictionary or thesaurus Add speech e.g. Gosh! said the man Starter Children using whiteboards to give me A verb A noun A connective A sentence What does every sentence start with / end with (SEN and less able) A subordinate clause ( achieving and more able) What are the 5 Ws Lolly stick to feed back Explain Activity / refer LI Explain in class for literacy today not sets, the task is to write a newspaper report, however, the task will be different as people working at different levels dont worry Q & A to assess for prior knowledge. Use the answers to support other children.

7 minutes

Wednesday, 20 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

40 minutes

Main Activity Monitors hand out maths books Children stick LI in their book and add the date. Listening, watching, Q & A

Main Activity play mission Impossible music Your mission is to write a news report about a lion which escaped from the zoo. You have approx 40 minutes. Put prompt sheet on IWB also hand out when monitors to hand out literacy books Explain VCOP sheets are to help and these will be appropriate for your literacy level Give activity sheets to children or TAs supporting the children Differentiation: Level 1 (Miss Noble) Children may be unable to write sentences so prompt sentences have been produced. Children work with these to sequence the story, they should change the sentences and add new ones with the blank sentence rows provided. Need maximum support.. Level 2 (Mrs Martin) Children will work with support to step them through the process. The will need to plan the article by arranging the information first. They REFER to the information and write their own sentences. They should be refrred to VCOP sheets to help. Working with support. 3c children (FB) Children will work with support to step them through the process. They will need to plan the article by arranging the information first. They REFER to the information and write their own sentences. These may be simple so they should TA s and support staff encouraging discussion Open verbal questioning to elicit discussion and evaluate level of understanding. Teacher to use this to modify lesson as necessary.

Children can plan on WB the sequence but must write in their books

Teaching and support staff deployed as per differentiation Teacher (FB) observing to assess progress on a whole class observation sheet. Teacher (FB). Supporting groups/individuals as necessary.

Evidence of understanding, application, and synthesis will be observed through observation of task being completed. The type and frequency of childrens questions will also indicate understanding and misconceptions Verbal questioning of individual children and 1 to 1 support will also provide assessment information Formative assessment of written work in books will also show understanding / progress and highlight areas of misunderstanding for improvement. Assessment of learning also being fed back from TA support staff highlight specific difficulties

Wednesday, 20 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

5 minutes

Plenary: Recap of main ideas Lolly stick children to feed back their points Children refer to the LI and in the L column mark in green or pink and for the I can .... statement. Add a comment if you want to

be referred to VCOP sheets to help. Working with support. (2 of these people possible with the 3b group) 3b children (Wendy Phillips) Children will work independently, following the plan on the handout. May use a dictionary or thesaurus, and VCOP sheets to help. No/minimal support. 3a 4a children (IND & FB) Children will work independently, following the plan on the handout. Will use a dictionary and thesaurus, may refer to VCOP sheets and discuss ideas. No/minimal support. Plenary Summarise activity Thumbs up/down assessment Ask for an example of speech, a subordinate clause, a wow word Be careful with SEN level 1and low level 2 children they may not be able to answer just ask them what happened in their story Teacher directing questions to individuals Evidence of understanding, application, and synthesis will be observed in the lesson and assessed through marking their work. Q & A is also used as an assessment tool.

3minutes

Monitors collect books and put into 3 trays. All put pens, rulers etc away

Use tidy up music to countdown to being ready to leave Chairs away / stand behind chairs

Wednesday, 20 February 2013