Introduction
No Pens Day Wednesday lesson plans and have been created by practising mainstream teachers and speech and language therapists and quality assured by a specialist speech and language therapist.
Lesson plans
Some of the lesson plans in this pack are from previous years. All plans that arenew for 2014 are marked like this- *new for 2014*. As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for schools to adapt, though they can be used as they are if this fits in with your planning.
Lesson plans aim to follow good practice principles; e.g.
· They identify explicit learning objectives
· Support use of questioning, using Blooms taxonomy, to support learning
· Include plenary sessions that encourage pupils to reflect on their learning
Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.
Each lesson plan also has key vocabulary identified, signposting to the vocabulary section of the activity templates. Vocabulary is key to all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of the lesson, using tried and tested strategies can make a significant difference to these pupils in particular.
A speaking and listening objective has also been identified for each lesson. Some have been taken from QCA guidelines, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/universally-speaking.aspx), which track language development throughout the primary years.
Year 1 Lesson Plan *New for 2014*
Lesson Objectives:
I can organise data into a pictogram.
I can display what I have found out in a way that other people will understand. / Speaking and Listening Objectives:
Ask questions and give answers, make suggestions and take turns in a small group.
Activity / Differentiation: / Resources
Vocabulary: question, data, information, organise, sort, group, graph, pictogram, / TA to support lower ability children during early input to demonstrate simple sorting (e.g. circles and squares into different hoops or a square box and round bin) as a refresher of data handling.
Check understanding of the word data and explain again using practical examples from their own experience if needed
Lower ability children to physically sort the votes by identifying/grouping same characters.
Extend higher ability children to consider the effectiveness of each method and look for ways to improve the way the data is organised. Encourage discussion modelling key vocabulary
Teacher to take photographs of the different ways the data has been organised.
Ask higher ability children to name the essential elements for a block graph and how it should be laid out. / 2D shapes and 2 hoops.
2 blank labels for teacher to write sorting criteria.
‘Shrek Karaoke Dance Party Video’ (2min 44sec)
http://www.youtube.
com/watch?v=tUqP3xva__I
Character vote cards (see resources below)
Images from www.google.com
Large coloured sugar paper for block graph to be assembled on.
Starter:
Give out a 2D shape to every child in the class and ask the children to sort them into 2 groups (e.g. 4 sided shapes and not 4 sided shapes). Children to sort their shapes and give a reason why they have positioned their shape in that particular hoop (e.g. I have put my triangle here because it only has 3 sides).
Main:
Discuss any previous lessons on data handling. What is data? Explain that it is another word for ‘information’. Discuss examples of when data is collected (e.g. Use daily registration as a good example for why and how data is collected and the importance of collecting accurate data). Can the children think of any examples of collecting data....e.g. football scores for league tables,
Explain that we are going to be collecting some data today and deciding on the best way to organise this data so that it is clear for us and other people to understand.
Introduce the context for this lesson – ‘Shrek Karaoke’. We are going to watch some of the fairy tale characters from Shrek sing their favourite songs but we have an important job to do as WE have to decide who is the best and who wins the competition! How are we going to do decide?
Think/Pair/Share – give children time to come up with possible ways to approach the task.
Key Questions:
Q – How can we make sure that we are fair and everyone gets to have their say?
Q – Do we need anything to help us gather/record this data?
Q – How can we make sure that our data is accurate?
Talk through all suggestions and how effective they would be in gathering the data that is needed. Steer the discussion round to using paper ‘votes’ to help us record accurate data. Explain that every child will get to watch the performances and then we all get one vote each!
Activity:
Watch ‘Shrek Karaoke Dance Party’ and get children to make a decision on who they would like to vote for and why? Children to choose their vote from the ‘character cards’ (see resources).
Q – How can we organise this data in a way that is easy and clear to understand?
Think/Pair/Share
Allow the children time to trial different ways to organise their votes and count up the data (e.g. in piles, in coloured hoops, in lines etc) Discuss the effectiveness of each method.
Q- Is there any even better way to organise our data so that it is quick and easy to read and understand?
Conclude the lesson by helping the children to organise the data into a pictogram on large sugar paper. Ensure all elements of block graphs are include (e.g. title, numbered and labelled axes etc) and their purpose explained to the children. Highlight the effectiveness of organising the data in this way.
Plenary:
Children to use the pictogram to answer the following questions:
Q-Who have we decided should win the Shrek Karaoke competition?
Q-How many people voted for Shrek?
Q-Who is the most/least popular fairy tale character?
Q-Which character came in 2nd (3rd, 4th etc) place?
Reflect on the other ways that the data was organised earlier in the lesson – Q-Would it have been as easy to answer these questions when the votes organised in the other ways (e.g. piled up or in hoops) Why / Why not?
Assessment for learning:
How did we make sure we were fair and accurate?
What equipment did you use?
How does our pictogram show the things that we found out?
How well did we explain and listen to each other in our groups?
Character Vote Cards
Shrek / Fiona / Donkey / Robin HoodGingy / Lord Farquaad / The Big Bad Wolf and 3 Little Pigs / Pinnocchio
*Print out and cut up multiple copies of the Character Vote Cards prior to the lesson.
Year 1 Lesson Plans
Lesson objectives:
To explore familiar themes and characters through improvisation and role play. / Speaking and listening objectives:
Takes turns to talk, listen and respond in two-way conversations and groups.
Activity / Differentiation / Resource
Vocabulary:
Thoughts, feelings, point of view, thinking, thinking aloud
Main: The children should have previously read ‘The Tiger Who Came to Tea’ by Judith Kerr and identified the main characters, the setting and sequenced the story.
Q-How many characters are there in ‘The Tiger Who Came to Tea’? Q-Who do you think is the main character in this story? Q-Is there more than one main character?
Focus on the following pages, one page at a time and work through the key questions:
Page 4 – Sophie opening the door to the tiger,
Page 8 – Mum and Sophie watching the tiger drink from the teapot,
Page 13 – The tiger taking things from the cupboard,
Page 17 – Mum looking worried,
Page 20 – Dad listening to what has happened
Key Questions:
Q-How would you feel if this was you?
Q-What about if you were the other character in this scene? Q-Would you feel the same/different? Q-Why?
Q-What might the characters be thinking? Q-How might they be feeling inside?
Activity – Hot-seating
Class Teacher to model first. In pairs, the children to choose a scenario card and then act out the scene ‘thinking aloud’. Q-What would the character be thinking at this point? Q-Would their thoughts be different/the same? / Extra thinking time after question. Targeted questioning for named pupils / The Tiger Who Came to Tea – by Judith Kerr
Enlarged versions of pages 4, 8, 13, 17, 20 from the above text.
Scenario cards (below). Images scanned from original text
Plenary:
Choose a selection of children to present their ‘thinking aloud’ role plays to the rest of the class. The rest of the class to identify which character is being played by which child according to the thoughts/feelings being expressed. Q-Which character do you think this is? Why?
Assessment for learning:
Reflect on speaking and listening objectives Q-Who feels they achieved them? Q-In what way? Q-Are there any ways you would like to improve further?
Literacy – The Tiger Who Came to Tea (scenario cards)
How are the characters feeling? What might they be thinking? Why are they feeling like that?
Year 1 Lesson Plans
Lesson objectives:
To use suggest a different criterion for grouping the same objects. / Speaking and listening objectives:
To work with a small group and report back on what we have done.
Activity / Differentiation / Resource
Starter: 3D shape and property naming
Hand out a 3D shape to every child. All children to stand up and sit down according to instructions (e.g. sit down if your shape has a curved side etc). Repeat (possibly with a child giving the instructions)
Vocabulary:
Sort, organise, data, information, different, same, explain, reason
Main: This problem is taken from the problem solving website http://nrich.maths.org It is an interactive activity that provides many opportunities for speaking and listening, working systematically and building on skills of visualisation whilst primarily assisting the children in understanding different ways of sorting data.
Display ‘Sort the Street’ http://nrich.maths.org/5157 on the interactive whiteboard.
Invite the children to chat in pairs about what they notice about the houses.
Q-What is the same about these houses? Are there any others like that?
Using the interactive online activity, ask a selection of children to put the houses into groups. Q-Why have you grouped the houses in this way?
Model possible ways of sorting the houses in different ways and give clear explanation for ways of sorting. Explain to the children that any way of sorting the houses is valid, as long as a good explanation of the categories is given.
Activity:
Children to work in pairs. Each pair to have a set of the nine houses (copy attached below, but can also be found on http://nrich.maths.org/5157)
Q-Can you find as many different ways to sort the houses into groups? / Lower ability pupils: Take two houses at a time and ask what is the same about them. Can the children then add more houses to the pair by looking for those that fit this criterion?
Higher ability pupils could look for more than one criteria e.g. ‘’these houses have five windows and are tall’’ and ‘’these houses have five windows but aren’t tall’’ / ‘Sort the Street’ taken from http://nrich.maths.org/5157
A set of ‘Sort the Street’ resources (found below or taken from http://nrich.maths.org/5157)
1 set per pair
Plenary:
Display four of the nine houses on the whiteboard and play ‘’odd one out’’
Q-Which of these houses is the odd one out? Why?
Assessment for learning:
· Children to use traffic lights to self-evaluate.
· Continual peer assessment as working in pairs.
Numeracy – ‘Sort the Street’ http://nrich.maths.org/5157
Year 1 Lesson Plans
Lesson objectives:
To recognise and name common types of materials.
To give reasons why a material may or may not be suitable for a certain purpose. / Speaking and listening objectives:
To use newly learnt words in a specific and appropriate way.
Activity / Differentiation / Resource
Vocabulary: house, home, materials, suitable, unsuitable, reason, sturdy, weak
Main: This lesson is planned to fit into a variety of topics/units (History – Houses and Homes, Science – Materials, Literacy – Traditional and Fairy Tales)
Begin by reading a traditional version of ‘The Three Little Pigs’. Identify the straw, twigs and bricks as ‘materials’. Q-Why do you think bricks was the best material for building a sturdy house? Think/pair/Share
The children to sit in a circle and pass around the straw, twigs and bricks and ask the children to think of words to describe the properties of the materials. Give an example to start e.g. ‘’The twigs are very thin’’
Display a selection of other materials on the whiteboard (a range of suitable and unsuitable) Q-If you were going to build a house, what materials would you use and why? Class Teacher to model a possible response including the use of ‘because’ to justify answer. Q-What makes this a good/bad material for building a house?
Class Teacher to scribe and display any property description words for children to repeat or adapt.
Key Questions:
Q-What are the properties of this material?
Q-Where can you find it? Can you find it easily?
Q-What happens to this material when it gets wet?
Q-Is is a strong material?
Activity:
Show students a small action figure or doll and explain that their job is to create a tiny model house for this “person” that must withstand a ‘blast’ from a hairdryer.
Children to work in groups of 3 or 4 and explain that you will be looking out for good team work and children giving clear and precise instructions to each other. / Children to be given the opportunity to pass without speaking.
More able pupils to provide two (possibly contrasting) properties e.g. ‘’The twigs are very thin but hard.’’ / A traditional version of ‘The Three Little Pigs’
Some straw, twigs and a brick
A selection of different materials. Scissors, glue, sellotape, masking tape
Plenary:
In groups, children to present their house model to the rest of the class e.g. ‘’We choose to use plastic straws and card because the straws are tall and straight and the card is hard’’. Revisit and reflect on the key questions about. Class teacher to then test the model house with the hairdryer.
Assessment for learning:
Q-What would you change about your model house if you had the chance? Why would you make that change? Think/pair/Share
Year 1 Lesson Plans