University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Lesson Number: School Action Plus 1 Fiona Buchanan of 5 Date/Time: 5/12/2012 Curriculum Area / Activity: Lesson Duration: Mrs Phillips Literacy - Poetry 60 minutes (55 as assembly) Number of Pupils: 30 Class: Year 4/5/6 SS Literacy Set

SEN Pupils School Action

(refer to departmental register / IEPs)

Names of other adults present:

Student teacher target in relation to Standards and ITDP

T2 - Promote good progress and outcomes by pupils T4 - Plan and teach well structured lessons T6 - Make accurate and productive use of assessment T7 - Manage behaviour effectively to ensure a good and safe learning environment

Identified targets based upon previous lesson plan evaluation

Set child friendly LI and steps to success/ remember to Plan engaging lessons / Use AFL Strict times for input and activities keep up the pace Behaviour management

Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values, attitudes and skills) Write different types of poem Working towards... Will write an acrostic poem and a shape poem, may not understand the use of syllables to be able to write a Haiku but will be given the opportunity to try (Level 3c) With help

Differentiated Learning Outcomes

Achieving... Will write an acrostic, shape and Haiku poem. Will use a thesaurus to find adjectives . Will create at least one of each type (Level 3b) With little or no help Beyond... Will write an acrostic, shape and Haiku poem. Will use a thesaurus to find adjectives . Will create at least one of each type, will contain a wide vocabulary and relate directly to the topic (Level 4c) Without help.

LO1

Learning across the curriculum

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

Resources
Lesson plan x 1 for support staff, x 1 class teacher TA or AOT for SEN pupils Tidy up music ready to go Literacy books Example poems Individual LI s & printed on A3 Lolly Sticks

Saturday, 16 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

3 minutes

Monitors hand out books, LI and thesauruses Starter

7 minutes

TALK THROUGH
LI Write different types of poem Remember to Write the word from top to bottom and find a word for each letter for acrostic poems Use 5 syllables, 7 syllables, 5 syllables to write a Haiku Write in the shape of the topic for a shape poem Starter - 2 minutes http://www.online-stopwatch.com/fullscreen-stopwatch/ Lolly stick to ask 2 childern Q & A to assess for prior knowledge. Use the answers to support other children. Lolly sticks

In books Think of as many words as you can to describe a HAT, Words beginning with H, A and T

10 minutes

Teacher Input & Q & A Children listening and writing ideas on WB.

Recap Poetry We spoke about acostic, haikus, and shape This lesson 1 of each Acrostic for LAMPLIGHTER Shape for snowflake (it has 6 main sides) Haiku for describing the season weather Example of acrostic poem usingthe word POEM P retty O de E nglish M eaning Author Robert Louis Balfour Stevenson (13 November 1850 3 December 1894) was a Scottish novelist and poet. His most famous works are Treasure Island, Kidnapped, and Strange Case of Dr Jekyll and Mr Hyde.

Saturday, 16 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

Children to think of their own for POEM in pairs

Ideas on WB TPS think pair share

30min

Activity Working on own, or supported by teacher TA

Explain activity Start writing your acrostic poem LAMPLIGHTER Silent working Put stopwatch on for 5 minutes http://www.online-stopwatch.com/fullscreen-stopwatch/ Feedback mini plenary (5 minutes) Talk partners, peer review swap, comment Make any changes/magpie feedback, check on track, address problems and misconceptions Example Haiku Snowflakes are our friends They descend when winter comes Making white blankets Observation will provide assessment information

Feeding back ideas by reading out their poems, asking questions and getting clarification

Evidence of understanding, application, and synthesis will be demonstrated through engagement in the task and observed through assessment of written work. This will show understanding / progress and highlight areas of misunderstanding and areas for improvement.

Working on own, or supported by teacher TA

Start writing your Haiku poem about the dark/winter Silent working Put stopwatch on for 5 minutes http://www.online-stopwatch.com/fullscreen-stopwatch/ Feedback mini plenary (5 minutes) Talk partners, peer review swap, comment Make any changes/magpie feedback, check on track, address problems and misconceptions Start writing your shape poem - Snowflake Put stopwatch on for 5 minutes 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.

Feeding back ideas by reading out their poems, asking questions and getting clarification

Working on own, or supported by teacher TA Saturday, 16 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

http://www.online-stopwatch.com/fullscreen-stopwatch/ Feeding back ideas by reading out their poems, asking questions and getting clarification Feedback mini plenary (5 minutes)- Talk partners, peer review swap, comment Make any changes/magpie finishing off Differentiation: 3c (WP) Drew, Lee W, Joe, Ashleigh, Declan, Lee V. Use simple descriptive words. They will support using a thesaurus. Drew especially will need spelling support. They will come up with good ideas. 3b Sulaiman, Myla, Ramana, Alisha, Ina, Rahman. (FB) Simple descriptive words, need to be encouraged to use a thesaurus for alternatives to develop vocabulary. May need pushing to get activity done R & S do not engage sufficiently with writing. They may need spelling support.. 3b (WP) Aidan, Vanessa, Sophie, Josie, Zoe, Chloe. More adventurous words, good use of thesaurus , thinking about words to describe and looking for alternatives. May need support. 4c (IND) Kieran, Jessica, Dean, Paige, Imelda, Kayleigh. Independent work Using a range of vocabulary, relevant to title of acrostic poem, will use correct syllable count for Haiku and will be able to complete the shape poem. They will use a thesaurus/ dictionary Saturday, 16 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

4c (IND) Sarah, Haley, Josh, Cleo, Jay. Independent work Using a range of vocabulary, relevant to title of acrostic poem, will use correct syllable count for Haiku and will be able to complete the shape poem. They will use a thesaurus/ dictionary 7 minutes Plenary: Stick LI in books and mark in green or pink and for the I can .... statement write a comment about the topic and activities, and whether you enjoyed it, found it interesting hard easy or just right Invite children to read their sentences Lolly stick to share what you like about your partners poem ( 5 minutes total) Using lolly sticks select a couple of children to read their accounts out load. Give housepoints 3 minutes Monitors collect books Use tidy up music to countdown to being ready to leave Chairs away / stand behind chairs Teacher directing questions to individuals

Lolly stick to pick pairs

Lolly sticks to pick children

Saturday, 16 February 2013