Introduction
No Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.
Lesson plans
As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for teachers to adapt and build on, 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 influenced 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 some key vocabulary identified, which is listed in the vocabulary section of the lesson plan, although you may wish to add particular key words of your own too. Vocabulary is key for 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 a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.
A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available by QCA, whilst others have been taken from our Universally Speaking guides (available to download for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the primary years.
How do no pens activities support pupils with special educational needs and disabilities (SEND)?
The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).
The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school day. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.
By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children who have already been identified as requiring SEN support, placing a focus on spoken language means that you are encouraging them to develop their skills in this important area, which is the foundation for so much of their learning.
Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.
You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.
Year 2 Lesson Plans
Class: / Teacher: / Date: / Lesson: Numeracy – Measuring length (standard units)Lesson Objectives:
To measure and compare lengths using standard units. / Speaking and Listening Objectives:
To use talk to organise roles and action.
To actively include and respond to all group members.
Activity / Differentiation: / Resources
Vocabulary: Compare, estimate, measure, length, centimetre (cm), metre (m), millimetre (mm)
Starter: Challenge the children to work in groups of 4 to find:
-2 objects in the classroom that are shorter than 1 metre
-2 objects in the classroom that are longer than 1 metre
-1 object that is about 10cm long
Where possible ask the children to bring the objects on to the carpet to discuss and compare their findings. / Lower ability children to have a metre stick to enable them to have a concrete representation of 1metre.
Extend higher ability pupils to recall how many metres in 1km and give examples of lengths that would need measuring in kilometres.
Lower ability pupils to be seated near a TA
Lower ability pupils to be supported by adult where needed and have regular modelling of accurate measuring starting from 0cm. / Metre sticks
Metre sticks
Rulers
Rulers,
Scissors,
Sellotape,
Differentiated ‘Measurement Challenge’ sheet
Main:
Recap previous lessons on measuring and talk about reasons why accurate measuring is important for many reasons (e.g. building a house, making a dress etc). Discuss the different parts of objects that can be measured (e.g. height, width, length) and model this with some practical measuring – children to participate.
Recap standard units for measuring
Q-How many centimetres in 1 metre?
Q-How many millimetres in 1 centimetre?
Extension Q – How many metres in 1 kilometre?
Talk about the importance of accurate measuring and model how to ensure the rulers/metre sticks are used correctly by always starting the measuring at 0cm.
Explain that today the children will be working in pairs and supporting each other to complete a challenge. What will help us to work well as part of a pair?
Think/Pair/Share - Children to share their ideas and teacher to list them on the board (e.g. take turns, listen to each other, and support each other).
(Outside) Activity:
Children to be put in pairs. Each pair will need:
x1 ‘Measurement Challenge’ – (see example in resources below) Teacher to differentiate according to the ability groups within the class.
x1 ruler
x1 pair of scissors,
x1 role of sellotape (or could be shared between a number of pairs)
The challenge involves working outside and the children are to find things (e.g. leaves, blades of grass, twigs etc) on the playground and surrounding fields that measure to be the same length as the lengths stated on the ‘Measurement Challenge’ sheet. Explain that objects can be cut down slightly using the scissors to ensure they are exactly the length that the challenge requires. Once items matching the measurements are found, they are to be stuck with sellotape next to the given measurement.
Talk through and display the tips for effective paired work (created earlier in the lesson) and ensure rewards are given to children working hard to be a good partner.
Plenary:
Bring all the children together with the objects they have found. Swap the sheets between pairs and ask them to check the accuracy of the measuring. Reflect on the partnerships and team work, and celebrate achievements and efforts.
Q-How confident do you feel that your pair has measured accurately?
Q-How successful was the teamwork within your pair?
Q-Is there anything you would do differently next time? If so what and why?
Assessment for learning:
· Children to use traffic lights to self-evaluate against speaking and listening objectives.
· Continual peer assessment - working in pairs ask children to think about: Were children able to take turns to speak? Were they able to listen to another child’s viewpoint?
Learning Objective: I can measure length accurately using cm. NAMES: ______&______
Measurement Challenge
(EXAMPLE – sheet would need to be blown up to A3 size)
1cm = / 6 ½ cm =2cm = / 12 cm =
3cm = / 17 cm =
4cm = / 20 ½ cm =
5cm = / 30 cm =
Year 2 Lesson Plans
Class: / Teacher: / Date: / Lesson: Literacy – Information TextsLesson Objectives:
I can identify the features of an information text.
I can explain the reasons why an information text is organised in a certain way. / Speaking and Listening Objectives:
To explain and give reasons for their views or choices.
To actively include and respond to all group members.
Activity / Differentiation: / Resources
Vocabulary: non-fiction, information, fact, title page, contents, heading, sub-heading, bold writing, glossary, caption, paragraph, pictures, fact boxes, index, page numbers / In a small group lower ability pupils are to play a simplified starter game with a TA, using simple statements such as; This chair is blue (pointing to a blue chair),
I think green is the best colour! etc.
Have visual aids (e.g. 2D/3D shapes) to model the term ‘feature’ – meaning ‘part’.
Lower ability pupils to be given simple non-fiction books with simple text.
Higher ability pupils to be given more challenging non-fiction books with more complex organisation.
Differentiated text levels according to pupils reading abilities.
Lower ability pupils to work as a guided group with CT or TA to assist with reading.
Higher ability pupils could be given a chopped up photocopy of 2 different pages from a non-fiction text to increase the challenge. / Non-fiction Big Book of teachers choice (ideally topic related)
A selection of non-fiction books (enough to have one between two)
Photocopies of double page spreads from non-fiction texts (of varying levels)
A3 paper
Glue
Starter: Fact or Opinion? Remind children of the difference between a fact and a person’s opinion. Give examples to ensure the children have a clear understanding (e.g. ‘’I think that Arsenal are the best football team in the world!’’ Q-Is this a fact? Or my opinion? Q-How do you know?) Teacher to read a selection of statements (mixture of fact and opinion) and children to identify which it is through actions - Fact = stand up and Opinion = sit down.
Main:
Display a selection of books (both fiction and non-fiction) in the middle of the carpet. Q-How can you tell which books are fiction and which are non-fiction? Q-What clues do you get from only looking at the front covers? Think/Pair/Share - Choose a few children to identify either a fiction or non-fiction book and give reasons for their choices. Sort all of the books into 2 piles and then remove the fiction books from sight.
Explain that we are going to be focusing on non-fiction books today and in particular how they are organised to make them easy for us to navigate. Display a few of the familiar key words (e.g. contents, index, page numbers etc) and explain that these are all ‘features’ of non-fiction books. Q-What is a feature? (relate to features of 2D/3D shapes e.g. different parts of 2D/3D shapes – edge, corner, face etc). Explain that we are going to be identifying the parts of non-fiction books.
Children to get into pairs and each pair to have one non-fiction book to share between them. Explain that we are going to become ‘Feature Finders’ and are going in search for the features within the books! Reveal the key vocabulary one at a time and give the children time to find it within their own book.
Q-Where are you likely to find this feature?
Q-How does this feature help us to navigate the book and find the specific information we are looking for?
Q-Has anyone found a ______(e.g. contents page) that is laid out differently to this one? Q-Does it still work in the same way?
Teacher to use a non-fiction big book (ideally topic related) to highlight the feature to the rest of the class. Repeat the questions for all key vocabulary and pause for paired/group discussion.
Continually refer back to the learning objective and highlight the reasons why each particular feature assists the effective organisation of the non-fiction text.
Preparation for the activity:
1) The teacher needs to photocopy a selection of double page spreads from non-fiction texts (Texts should be of varying levels of difficulty in order to meet the needs of various reading ability groups within the class).
2) The photocopies should then be cut into small pieces so that all the features are separate from each other (e.g. page numbers, heading, sub-heading, caption/paragraph, fact boxes, pictures/photographs).
3) All features to be put into an envelope ready for the activity.
Activity:
Children to work in pairs or groups of 3. Provide each group with given an envelope (with pieces of photocopied text – see above), a piece of A3 paper and glue. The children are to read the features carefully and organise them in a way that makes a clear double page spread from a non-fiction text. Children should be encouraged to discuss each decision together before sticking the piece down and give clear reasons for their choices.
Plenary:
Invite children in their pairs/groups to present their non-fiction page to the rest of the class giving clear reasons and justification for their positioning of the features. Encourage the rest of the children to ask questions to find out their reasons e.g. Q-Why did you put the heading at the top of the page? Q-Why did you put that photo next to that caption/paragraph?
Teacher to help draw the learning back to the learning objective by highlighting the overall reason for the organisation of non-fiction texts - to make it easy for the reader to retrieve the information they are looking for.
Highlight and celebrate effective partner/team work and encourage the children to evaluate the reasons for their success. Q-What helped you to work well as a team? Q-Was your partner a good listener? Q-Did you give each other opportunities to speak/participate?
Assessment for learning:
How well did we explain and listen to each other in our groups?
Do you think you achieved the speaking and listening learning objectives?
How did working in pairs/groups help your learning today?
Is there anything you wish you had done differently today? Why? How?
Year 2 Lesson Plans
Class: / Teacher: / Date: / Lesson: Science - habitatsLesson Objectives: