THEME: Out and About
LINKS TO PREVIOUS LEARNING
Key Stage 1.
LEARNING OBJECTIVE (WALT)
I know how to take turns when talking with other people.
LEARNING OUTCOMES (WILF)
I know how to listen attentively and take turns when talking with others.
I can take turns when talking with other people.
I have thought about how I can listen attentively.
KEY VOCABULARY
Listening, attentive listening, turn taking, patience, non-verbal communication, responsive, co-operation.
RESOURCES/SUPPORT
· Year 3/4 Yellow SEAL resources
· Pre-prepared sets of cooperation jigsaws from SEAL resources (5 sets required depending on class size, see notes in SEAL resources)
· Photos/pictures depicting non-verbal communication (SEAL resources)
TEACHING/LEARNING ACTIVITIES
Introduction
This half term the focus of learning is on staying safe when children are out and about and how we can get on with each other and solve problems if we fall out. Today the focus is on being excellent at taking turns when working in groups and being good listeners. Ask children what they think makes a good listener? ... A good speaker? .... A good turn taker? Record as a mind map on whiteboard. This will be added to in the plenary.
MAIN TEACHING AND LEARNING
Warm up: Cooperation jigsaws (from Year 3 Yellow SEAL resources) Mix up the puzzle pieces for each set of five puzzles and put five random pieces in five envelopes (one for each group member). Repeat for as many groups as you have. (If numbers dictate, in some groups have six children and ask two children to pair up.) Give each group an envelope and explain that the aim is for each person in their group of five to make a complete puzzle. The winning team is the one who creates all five puzzles first. Tell the children that unfortunately the puzzle pieces have become muddled so that no one has the right pieces in their envelope to complete their own puzzle – they need to rely on other team members to complete their puzzle.
· Tell the children the rules.
· There is to be no talking.
· Children can only give people pieces to fit their puzzle, they cannot ask for pieces (even through mime or pointing).
· Anyone found pointing or asking (even using body language) will automatically disqualify their team from winning although they will be allowed to carry on.
· Declare the first team to finish the winners, and when all have completed their puzzles, ask the children to think about these questions.
· Was it hard not to ask or point?
· How did you stop yourself from breaking the rules?
· Did you think mainly about completing your own puzzle or making sure the group was doing well?
Summarise the activity – there was no talking and therefore no listening but everyone had to pay attention very carefully – paying attention is a very important part of being a good listener and for helping with taking turns in a group.
Activity 1 Chinese Whispers
This small circle time activity demonstrates the need for careful listening and the ability to wait and take turns. Play the game several times and discuss the results. What made it difficult/easy? Can the children provide examples of when it is important to be a good listener and why? Discuss and record. How do we know when someone is listening well? What happens if someone does not wait for their turn? What happens if someone interrupts? Ask children to ‘strike a pose’ showing attentive listening.
Activity 2 Talking and Listening Activity
Children to work in pairs (use random pairing). This activity works better if children are working with others that they may not normally work with. The children tell each other about themselves e.g. ‘I live in... I have ... pets and their names are.... I like... I belong to..... clubs... in the summer I went to ....’ Ask the children to stop and then explain that when you say their name their partner responds for them e.g. Michael and Jane are working together and if you call out Jane then Michael imagines he is Jane and responds with ‘My name is Jane, I have...)*
*Warning – this can lead to lots of hilarity but is a good demonstration of what is needed for clear speaking, attentive listening and turn taking.
Ask the children how they think this activity would work in bigger groups? How would they make sure that everyone had the opportunity to speak? You may wish to introduce some ideas about non-verbal communication.
DIFFERENTIATION
Design a poster to show attentive/good listening.
It may be useful to take a small group out to model turn taking, for example by playing a board game. Children work in a small groups to discuss a subject (4 children speaking and 1 or 2 children recording) e.g. The best football team. Nominate one or two children from the group to watch and record proceedings e.g. Who contributed, did anyone interrupt, who sat silently, who was good at taking turns, how did the children take turns. This could be recorded and used with the whole class. Set a challenge to take photographs showing good turn taking/listening/talking – add captions and information.
PLENARY
Refer back to the mind map started in the introduction. Ask children if they want to add any additional ideas about what makes a good listener/speaker/turn taker. (record in a different colour so that everyone can see the extra ideas). Discuss. List the children’s 5 Top Tips for Taking Turns when Talking with Other People. Discuss the non verbal communication pictures – what are they showing? How do we know?
KEY QUESTIONS
1. What makes a good listener?
2. How do we /can we listen well /show that we are listening well?
3. What do we mean by attentive listening?
4. What should you do if you feel that someone is not listening?
5. How should we take turns in groups?
6. What can you do if someone interrupts?
ASSESSMENT FOR LEARNING
You may wish to initial children’s ideas for the mind map to see who has contributed and what they have contributed. Smiley faces /traffic lights /thumbs up or down to show self assessment – Who thinks they listen well? Who speaks well? Who is good at taking turns? Why? Why not? Children complete the sentence starter – I am good at taking turns because...
CROSS CURRICULAR LINKS
Core skills
Writing opportunities
Speaking and Listening opportunities
Use of ICT
Mathematical skills
HOME LEARNING ACTIVITY
Have a discussion at home about how to take turns when talking.
EVALUATION
Autumn 2 LKS2 Yr3/A Lesson 1