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Introduction
No Pens Day Wednesday lesson plans and activity templates have been created by practising mainstream teachers and speech and language therapists and
quality assured by a specialist speech and language therapist.
Lesson plans
These were developed using last year’s No Pens Day Wednesday lesson plans as a template. The first 6 lesson plans are new plans for this year’s campaign
and the rest of the plans developed for No Pens Day Wednesday last year, are still current. 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.
Activity templates
In addition to lesson plans, we’ve provided activity templates (separate download from www.thecommunicationtrust.org.uk/resources/resources/resources-for-
practitioners/no-pens-day-resources.aspx ), which are more generic and can be adapted to any lesson. These give some information about the activity and how
it can be implemented, highlighting any resources / links that might be useful to support that activity. These activities can be used within any element of a lesson
- as a starter activity, main activity, plenary or as methods of recording learning.
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Literacy – Stories with a familiar setting
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
Class: Teacher: Date: Lesson: Numeracy – Data handling/problem solving
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
Class: Teacher: Date: Lesson: Science/D&T - Materials
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
Class: Teacher: Date: Lesson: PE - Dance
Lesson objectives: To repeat and explore movements and skills. To select and use appropriate skills, actions and ideas.
Speaking and listening objectives: To understand and follow two or three part instructions.
Activity Differentiation Resource Warm Up: - ‘Late for School!’ Children are to pretend they wake up and are late for school. Everything they do is done on the spot but in a hurry (e.g. Brush your teeth, wash your face, put your clothes on, run downstairs, eat breakfast, pick up your bag, open the front door, run down the street, jump over the hedge, cross the road etc.) Class Teacher to provide running commentary whilst doing the actions.
Vocabulary: Movements, speed, tempo, rhythm, beat, soft, strong, opposite
Main: Play ‘It’s Oh So Quiet’ by Björk and ask children to listen carefully to the piece of music. Q-What do you notice about this music? Think/Pair/Share Q-Which parts of the music are your favourite? Why? Focus on the slower sections of the song. Q-How does this part of the music make you feel? Q-If you close your eyes, what can you see in your mind? Q-What does the music make you think of? Children to demonstrate the movements that they have in their mind (e.g. ballerina, slow steady animal) Explore ideas and share different examples of children modelling a variety of movements. Rest of class to repeat and practice to music. Repeat the above with the fast/loud sections of the music. Draw comparisons between the two. Q-What words could you use to describe this part of the music? Q-How is it different to the slower/softer part of the music? Draw the children’s attention to the different sections of the music as being the ‘opposite’ of each other. Q-What does opposite mean? Class teacher to scribe new vocabulary on the board for children to refer to when thinking of movement ideas. Group Activity: Class to be split into groups and practice group dances based on the piece of music. Highlight the importance of the difference in movement types depending on section of music being played. Groups to perform their dance to the rest of the class. Rest of the class to evaluate.
Encourage children who are struggling to think of movements, to copy/mirror a friend for inspiration.
Track on CD - ‘It’s Oh So Quiet’ by Björk (Can also be found on youtube http://www.youtube.com/watch?v=G1A_uSEjTIQ )
Cool Down: - ‘Getting ready for bed’ A similar idea to warm up. This activity involves lots of stretching as the children mime removing clothes, hugging teddy bears, combing hair, pulling the duvet over them etc. It ends with the children lying on the floor ‘asleep’. Class teacher to provide running commentary whilst doing the actions.
Assessment for learning: Peer and self-assessment during performances. Q-What did you like the most? Q-Is there anything that could have been improved?
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: History Lesson objectives: To be able to ask questions about toys from the past and present day.
Speaking and listening objectives: To work with a small group and report back on what we have done.
Activity Differentiation Resource Starter: Ask the children to bring their favourite toy into school for this lesson. Choose a selection of children to explain to the rest of the class why this is their favourite toy. Depending on the toy, other areas to explore could include whether it is a current favourite or a favourite toy from when they were younger that they still play with and/or has become treasured. What material is it made of?
Children to bring in a favourite toy from home to share with the rest of the class.
Vocabulary: Toys, past, present, sort, questions, information, familiar, unfamiliar
Main: Display the ‘Toys Old and New’ sorting cards (see resources for details). Q-What toys can you see? Q-Can you name any of these toys? Q-How would the toy be played with? Q-Are you familiar with any of these toys? Q-Why toys are you unfamiliar with? Think/Pair/Share Discuss a selection of toys in detail and encourage children to use question words (e.g. How, Where, When, What etc) to create questions about the toys they are less familiar with. Q-What would you like to find out about this toy? Q-Where might you be able to find the answer to this question? Use the sorting hoops to sort the picture cards into groups of ‘familiar toys’ and ‘unfamiliar toys’. Children to discuss each toy individually before placing it in either hoop. Q-What do you know about this toy already? Q-What would you like to find out about this toy? Activity: In pairs, children to repeat the sorting activity (with a different set of toy resource cards) and choose 2 or 3 of the picture cards to use as a stimulus for questioning. (For each picture card, children are to think of two questions that they would like to find out the answer to)
Lower ability children to be given question words to use (e.g. what) and produce questions using focus word.
Children to think of more than two questions for each picture card.
‘Toys Old and New (larger version) sorting cards’ found on: http://www.tes.co.uk/ResourceDetail.aspx?storyCode=3004435 2 large hoops for sorting. ‘Toys old and new’ (small version) sorting activity found on: http://www.tes.co.uk/teaching-resource/Toys-old-and-new-6013631
Plenary: Children to share their sorting and questions with the rest of the class. Class Teacher to scribe or record the questions to be used as a display to build on for the remainder of the topic.
Assessment for learning:
• Children to use traffic lights to self-evaluate.
• Continual peer assessment as working in pairs.
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: English - Tiger Who Came To Tea
Lesson objectives: To identify key characters, events and settings in the story ‘Tiger who came to tea’
Prior learning: Character, event, setting
Speaking and listening objective:
Children are able to listen attentively to stories being told or read
Activity Differentiation Resource Starter: Active listening activity – word level
• Listen for the ‘odd word out’ in a set of 3
• Use alliterative or rhyming sequences
• Use lolly sticks to choose children to answer
Children may choose to ‘pass’ or ‘ask a friend’
Sequences of 3 words with same initial sound or same rhyme Lolly sticks
Vocabulary: Character, event, setting, main, visitor
Teach vocabulary using strategies and materials from the activity templates available to download at www.hello.org.uk/no-pens-day-wednesday
Main:
• Introduce the story – do children have visitors to their house, who come to tea or dinner?
• Tell the story of ‘Tiger who came to tea’ by Judith Kerr
• Ask the children to name some of the characters – are they all important characters? Think/pair/share
• Ask children to name some of the events - are they all main events? Think/pair/share
• Ask the children to say where the story takes place – settings – what is the main setting? Think/pair/share
In groups: 1) Pictures of all characters to sort into main characters and ‘other’ characters. How did you decide? 2) Set of 8 pictures (from PowerPoint) of the main events and number cards 1 - 8 to sequence 3) Set of settings picture cards (from PowerPoint). Match character names to pictures and sort into main and other characters.
Use visual support for character/events/setting (‘Who’, ‘What happened’, ‘Where’ resource below)
PowerPoint version available at
http://www.tes.co.uk/teaching-
resource/Tiger-Who-Came-To-Tea-
3012839/
Picture sets for activities – can be
taken from PowerPoint or from text :
Characters – Mum, milkman, grocer
boy, Dad, Tiger, Sophie
Settings – kitchen, front door,
cupboard, cooker, fridge, sink,
bathroom, front room, street
Plenary: What did we find out? – each group brings their pictures of main characters, main events and main settings to ‘show and tell’ what they found out
Assessment for learning: Ask children to hold up red/green/yellow traffic light cards to show whether they understand the concepts of character, setting, event
Homework: Make a collage of a Tiger tea or picnic using pictures cut from magazines, newspapers or junk mail
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Art - Portraits
Lesson objectives:
• Identify aspects of a portrait, express what they think and feel about it
• Suggest ways they would like to portray themselves
Speaking and listening objectives: Confidently start and take part in a group conversation
Activity Differentiation Resource Starter:
• Introduce key words – what do children think they mean? Give definitions. Match to picture cues on IWB, look at initial sounds, clap syllables.
• Introduce lesson and lesson objectives.
Picture cues – portrait, background
Vocabulary: Portrait, background Teach vocabulary using strategies and materials suggested in the activity template pack
Main:
• Learning about portraits so begin by looking at photo portraits of the class.
• PowerPoint slide show of all children in the class (taken from school photo record).
• Talk partners – ask the children to discuss things the same, things different about the pictures you saw.
• Model effective partner discussion (e.g. turn taking, being a good/active listener etc).
• Choose children to feedback orally – summarise feedback (appearance, expression, details such as hair decoration. What about backgrounds - all the backgrounds are similar and portraits are not individualised (no personal details/items).
In groups of 5 or 6:
• Provide each group with an A4 portrait printed from slides and cue cards for things to think about – e.g. style (full length/head & shoulders), expression, clothes, background, painting or photo, dark/light, special items, lifelike?
• As a group, discuss what they see and what they feel about the portraits?
• Would they like a portrait of themselves in that style? Why/why not?
Picture cues for leading talk – clothes, hair, expression, eyes/glasses, background Extra thinking time after question. Targeted questioning for named pupils Have the Class teacher organise a focus group to work with pupils with speech, language and communication needs, modelling appropriate language
PowerPoint - slide show of all children in the class (taken from school photo record) Cue cards http://www.tes.co.uk/teaching-resource/Portraits-6018109/for PowerPoint of portrait slides or http://www.bbc.co.uk/arts/yourpaintings/ Use pictures or symbols on IWB to help children understand the words, expression, context, style, special items
Plenary:
• Elect an envoy for reporting back – what we found out, what we liked/did not like in our picture.
• Voting by show of hands – who would like their portrait in this style?
PowerPoint slides of individual portraits to display while feedback is given
Assessment for learning: Reflect on speaking and listening objectives – who felt they achieved them? In what way did they achieve them? What were some good examples of giving an opinion (e.g. ‘I think....because...’)?
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Citizenship – Making choices
Lesson objectives:
• Children will understand that we can make choices
• Different choices have different outcomes
Previous learning: Knowledge of traditional tales – Red Riding Hood
Speaking and listening objectives: Use language to give opinions and discuss ideas and feelings
Activity Differentiation Resource Starter:
• Introduce the idea of making choices – choosing. • Active listening – ‘Up Down activity’ - as a class group, give the whole class a series
of ‘either/or’ choices – stand up for 1st choice, staying sitting for 2nd. E.g. ‘grapes or banana?’ – Stand up for grapes, stay sitting for banana. All those standing change places. Then move onto the next either/or option.
• Was it easy to decide quickly? – decisions (choices) are not always easy to make.
Picture cues to choices as well as spoken language
Either/or options + picture prompts (below)
Vocabulary: Choosing, decisions Teach vocabulary using strategies and materials suggested in activity template pack
Main:
• Class group – introduce Red Riding Hood (RRH) as a character who had to make decisions (choices) in the story. Some of the decisions (choices) she made got her into trouble.
• Listen to the story of RRH; include the ‘Don’t play in the wood’ chant from Teaching English website.
• Rainbow activity - Assign a colour to each child in a group (give a coloured sticker if required) - What did RRH’s mother ask her to do/not do? – What choices did she make? Give each group a point in the story where RRH made a choice (choices = going off the path, going into wood, talking to stranger, taking a long time to get to Grandma’s because she stopped to pick flowers) - what could she have done instead? Why do you think she did that – what was she thinking?
• Re-assign children to single colour groups to share what they found out about the choices RRH made.
Picture prompts for point in the story Colour stickers for colour groups Adults circulate to prompt questions/ideas Some children to use a pictorial ‘frame’ to support their sharing – speech bubble icons for ‘what she was thinking’, signpost graphic for ‘what choices she made’ etc
www.teachingenglish.org.uk/sites/teacheng/files/wood.pdf for ‘Don’t play in the wood!’ chant and picture resources to support listening tasks. Picture prompts – path, wood, wolf, flowers/clock
Plenary:
• What did we find out about choosing? – if necessary prompt with target questions.
• Would RRH story be the same if RRH made different choices?
Assessment for learning: Class teacher to give their own view of one of RRH’s choices (e.g. going off the path) using incorrect tense (e.g. I ‘thinked’ (instead of ‘thought’ etc) Can the children identify the error and help to correct/improve the language the Class Teacher has used? Repeat for other examples.
Resource: Either/or options
Crisps
Biscuit
Blue
Red
Rain
Sunshine
Playtime
PE
Swimming
Riding a bike
Pasta
Chips
Red grapes
Green grapes
Football
Dancing
Dick and Dom
Cartoons
MacDonald’s
Pizza Hut
Christmas presents
Easter eggs
Dogs
Cats
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Design Technology - Vehicles
Lesson objective: To know there are different types of vehicles with different purpose; to know that purpose influences design; to know key parts of vehicles
Speaking and listening objective: Ask questions and give answers, make suggestions and take turns in a small group
Activity Differentiation Resource Starter:
• Stimulus – guess what the topic is today – play sound clip e.g. traffic noise
• Riddles – vehicle types
Give a range of pictures including some of vehicles
www.pacdv.com/sounds/ambience_sounds/city-traffic-1.mp3 Vehicles riddle pictures (below)
Vocabulary: Purpose, influence, design, vehicle, survey Teach vocabulary using strategies and materials suggested in the activity template pack
Main: Jigsaw group work 1. Vehicle survey on road/from video – do all vehicles have same design; number of wheels, same shape, same size? Why are they different? 2.Cut and sort – use magazines, catalogues etc to find vehicle pictures – cut and sort according to given purpose (people carrier, goods carrier, emergency, heavy work vehicles etc) Can some vehicles go in more than one group? 3. Lego – build your own vehicles. What parts do you need? Model effective group work strategies, e.g. turn taking, sharing ideas and resources, working together, being a good listener etc (see additional guidance on teacher support for talk in the classroom)
Some children to identify different types of vehicle - cars, buses, lorries etc- and name 3 things that are the same, 3 things that are different
www.bbc.co.uk/learningzone/clips/traffic-jams-in-toome-northern-ireland/7847.html Catalogues and magazines, scissors, category labels, set circles Lego or other construction materials
Plenary: What did we learn? – key questions for each group Group 1: Survey experts - what did you learn about vehicle design? How are they different? Group 2: Sorting experts - what did you learn about vehicle purpose? Which can go in more than one group and why? Group 3: Building experts - what parts must you have to build a vehicle? Class teacher to summarise key points on mind map for next lesson – design and build.
Use pictures to support thinking and remembering Support responses with sentence starters
Assessment for learning: Children to use traffic lights to self assess whether or not they have achieved the speaking and listening objective: ‘Traffic Lights ‘(red = did not achieve , green = achieved etc) How did they achieve this? What did it look like? How could they improve this in the future? etc
Resource: Vehicle riddles
I have 2 wheels, a saddle and 2 pedals.
What am I?
I have 2 wheels, a bright headlight and an engine.
What am I?
I am quite small. I don’t have an engine. A baby
rides in me. What am I?
I am big and red and have a siren. I help put out
fires. What am I?
I can carry lots of people at the same time. I drive
on the roads. What am I?
I have a siren and flashing lights. You might need
to go in me if you are sick. What am I?
I can go fast. I have flashing lights and a siren.
Watch out for me if you are driving too fast! What
am I?
You can see me on the roads everywhere. I might
live in a garage. Lots of families own vehicles like
me. What am I?
I don’t have an engine. You can tow me behind a
car and go on holiday in me. What am I?
I am bigger than a car but smaller than a lorry. I
can carry lots of things. I am often white. What am
I?
I am big and strong. I carry lots of different things
all over the place. What am I?
I can carry lots of people – but I don’t go on the
roads. I go on rails. What am I?
I am big and strong. Farmers need me to help on
their farms. What am I?
I can lift things very high. I am big and strong.
What am I?
I help to dig holes and move earth. What am I?
I am huge! I have a tail and wings. You can fly in
the sky in me. What am I?
I can fly in the sky but I don’t have wings. I have a
rotor blade. What am I?
I can carry people and cars. I help you if your car
breaks down. What am I?
Year 1 Lesson Plans Class: Teacher: Date: Lesson: Geography - Houses and homes
Lesson objective:
• Identify and describe features of houses (and other buildings)
• Identify and describe different types of houses
Previous learning: To have collected photos of their own neighbourhood/homes
Speaking and listening objectives:
Ask lots of questions to find out specific information
Activity Differentiation Resource Starter:
• Active listening activity – Read story ‘A House is a House for Me’ by Mary Ann Hoberman
• What sort of houses can the children recall from the story?
Targeted questions – ‘where does the mouse live?’ Forced alternatives – ‘does the ant live in a hill or a web?’
‘A House is a House for Me’ by Mary Ann Hoberman
Vocabulary: flat, house, bungalow, question, statement Teach vocabulary with strategies and materials suggested in activity template pack
Main:
• Question – do people live in different sorts of homes too? Show slideshow of different sort of homes and ask children if they can name them.
• Remind children of the difference between a ‘question’ and a ‘statement.’ Why do people ask questions?
• Choose a home from the slide show – what would children want to know about this home? What questions could we ask? Introduce question cards to prompt ideas – where, what, who, how (big, far)?
Question Time
• Teacher model being owner of one of the homes – children ‘interview’ the teacher about their home. Use giant microphone for the child asking the question.
In groups
• Children take their own home photos and take it in turn to be ‘interviewed’ by the rest of the group about their home.
• Remember to ask where it is, what sort of house, how big, who lives there.
Question prompt cards to support words where/ what/ who etc e.g. ‘Thinking Hand’ from Communication4all www.communication4all.co.uk Teacher / other adults model Allow less confident children to listen first and be interviewed last
Slide show of homes - house, flat, bungalow, tent, farmhouse, caravan, palace Question prompt cards – e.g. narrative cards (Black Sheep) www.blacksheeppress.co.uk/ or Widgit icons www.widgit.com/ Giant microphone, make one yourselves or try this link: www.artifaqs.co.uk/product/29/his0012/giant-microphone.html ; www.amazon.co.uk/1-x-Toy-Echo-Microphone/dp/B002FB4OLI/ref=sr_1_1?ie=UTF8&qid=1312453772&sr=8-1 Individual home photos; microphones
Plenary/Assessment for learning:
• What things are the same about where children live? What things are different? Tell me something you have learned today? Explain how you would find out more about different houses – what questions would you ask.
• Focus on type of question words being used. Which question word would help you to find out the location of the house? Give options (e.g. who, where, why) – children to clap when class teacher points to correct answer. Repeat for other examples.
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: History - Playtime, toys old and new
Lesson objectives: To understand that toys have changed with time; children enjoy play but their toys have changed
Previous learning:
An understanding that modern day toys are
different to older toys
Speaking and listening objective: Listen to and identify interesting points in an explanation
Activity Differentiation Resource Starter: Circle activity - Pupils talk about ...their favourite toy of the moment, passing a small toy on as it is their turn to speak. Why do you like playing with it?
Small toy
Vocabulary: Time, modern, old , different
Teach vocabulary using strategies and materials suggested in the activity template pack
Main:
• Adult in role or visiting expert (grandparent or other older adult) – talking about play and toys when they were a child.
• What questions do I want to ask? – Think/pair/share with partner.
• Display all possible question words – what kind of answers might you get from particular words (e.g. where = location, why = reason for doing something etc).
• Each pair given the opportunity to ask a question.
Group work: 1. Using pictures from TES source – print up to 8 pictures and place face down. Children take it in turns to take a picture then describe the toy. 2. Using pictures from TES source – print a selection of up to 10 old and new toys. Sort old from new. How do you know they are old or newer toys? 3. Using pictures from TES source - print up to 8 pictures and place face up on the table. Children take it in turns to think of a picture then mime using that toy. Other children try to guess which toy the child is thinking about.
‘Thinking Hand’ from Communication4all http://www.communication4all.co.uk to support question words Provide a Talk Frame
e.g.
This toy is a...
It is made of...
Children would use it
for...
Any artefacts or pictures that the visiting adult is able to supply Pictures from www.tes.co.uk/teaching-resource/Toys-Old-and-New-Photo-cards-for-sorting-or-display-3004435/
Plenary/Assessment for learning: What did I learn today? – discussion cube
• Use the discussion cube to prompt thinking about what we learned today.
• Who has been an active listener? Children to Think/Pair/Share in groups of 4 about something they heard/learnt from visiting speaker.
• Why is it important to be an active listener? Discuss reasons for being a good listener.
Discussion cube - http://www.communication4all.co.uk
Homework: Ask Mum and Dad what toys they liked playing with. Have they still got any of them?
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Maths – 2D shapes
Lesson objectives:
• To visualise and name common 2D shapes and describe their features
• Use 2D shapes to make patterns, pictures
Previous learning: Knowledge and
experience of handling 2D shapes
Speaking and listening objective: Take turns when speaking and working on a task with a friend or other group members.
Activity Differentiation Resource Starter:
• Introduce lesson – recap on show and name shapes
• Shape shift (played like fruit salad) – assign shape names to all children. Call 2 shapes and all those children change places. If ‘shape shift” is called ALL children change places
Have examples of shapes and environmental shapes on view
Logiblock shapes or similar IWB – environmental 2D shapes (wheels, doors, windows, gables etc
Vocabulary: Circle, square, triangle, rectangle, side, corner, big/ger, small/er, long/er, short/er, straight, round Teach vocabulary with strategies and materials suggested in activity template pack
Main: Look at the shapes with your Talk Partner. Give each pair a shape to hold. Talk about your shapes together – big, small, thick, thin, number of sides and corners, round, straight. In my pocket.... Teacher hides a shape in pocket and then describes it by its attributes – it is the same as some of your shapes. If you think it is your shape, put your shape in the middle. Does your Talk Partner agree? Choose a child to have a secret shape in their pocket to describe. Use cue cards (below) to prompt description of the attributes. Group work: Missing Pieces - give each group a picture made by tracing 2D shapes. Select enough shapes of correct size and colour to complete all pictures, but allocate them randomly around the tables. Children complete the pictures as far as they are able, but then must visit other groups to ask – in detail – for the missing shapes.
Cue cards for questions Cue cards for questions
Logiblocks Cue cards for questions Cue cards for questions Picture outlines per table
Plenary: Round Robin – sitting in a circle each child says where they can see a 2D shape in the classroom and name the shapes, without naming the object – can the other children work out what they are talking about.
Assessment for learning: Children to reflect on the way they worked in groups – Did the children include detail in their questions? How could they have added more detail to make the questioning even more effective?
Homework: Choose a shape and make a scrapbook of pictures of that shape in the environment.
Attributes / Shapes
long
short
corner
side
round
straight
square
triangle
circle rectangle
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Music – Sound sensation
Lesson objective:
• To explore different sound sources
• Investigate sounds children can make with own bodies and voices and use them expressively
Previous learning:
Investigating sounds, experimenting
with instruments
Speaking and listening objective: Be an effective listener and can identify and make different sounds using their mouth
Activity Differentiation Resource Starter:
• Active listening / response activity - Sound riddles – guess what the sound is? Play a series of sound clips - children discuss with their talk partner and name sounds.
• Talk about how some of the sound clips were long, short, quiet, loud, quick, slow.
Visual cues for vocabulary
www.pacdv.com/sounds - freely down loadable wav files; readily searched under key headings (domestic, people, voices, etc) Visual cues for vocabulary
Vocabulary: fast/er, slow/er, quick/er, long/er, short/er, high/er, low/er, loud/er, quiet/er Teach vocabulary using strategies and materials suggested in the activity template pack
Main: Class group
• Active listening - Circle activity to ‘pass a sound’. Teacher begins with a simple clap, tap, stamp or brushing sound (e.g. rub hands together) – child closest listens, turns to next child and copies the sound.
• Repeat with simple voice sounds – ‘ssssss’, oooh’, ‘aaaah’, ‘bububub’ – or words – ‘banana’, ‘buzz’, ‘seesaw’.
• Ask children to volunteer their own to pass round the circle. Did everyone say it the same/do it the same?
• In groups – give each group a sound (from previous activity). Ask each group to find out different ways of doing that sound - louder, quieter, longer, shorter, quicker, slower. Select an envoy from each group to report back in the plenary.
Visual cues for vocabulary
Visual cues for vocabulary
Plenary:
• Envoys report back – they can ask others in the group to demonstrate.
• Finish with Human Orchestra – assign a sound to 5 groups. Teacher ‘conducts’ the group who start and stop their sounds at the teacher’s signal.
Visual cues for vocabulary
Visual cues for vocabulary
Assessment for learning: Use thumbs up thumbs down for children to evaluate their own listening during this session. Are there any ways they could try and improve? Think/pair/share/discuss.
Homework: Find out if anyone in your family can play a musical instrument or can read music.
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: PE - Multi-skills: bases and balance
Lesson objectives: • Explore static balance
• Understand the idea of ‘bases’
Previous learning: Have experienced Beans activity
Speaking and listening objective: Understand complex 2 and 3 part instructions
Activity Differentiation Resource Starter: Beans - choose a child as the caller Call out different types of beans: jumping beans - children jump; runner beans - run; green beans - tall thin bodies; broad beans - still and wide; jelly beans - shake; baked beans - lay flat on the floor; French beans - children call out "Oh la la. Change caller
Visual prompt cards (pictures of beans, broad beans etc)
Vocabulary: base, balance Teach vocabulary using strategies and materials suggested in the activity template pack
Main: Before starting the lesson, give children examples of 1, 2 and 3 part instructions and discuss ways of following them effectively e.g. remembering them in order, grouping the instructions into parts. Remind the children to listen out for the more complicated 2 and 3 part instructions in this lesson. Exploring Bases Children to lie on the floor face up, hands by their sides. Question - Are you likely to fall over? In 3s- one child sits up, another pushes them gently. Change places and repeat x2. Question - Did you feel wobbly more or less wobbly than lying down? Why is that? CLUE - Look at how much of your body is on the ground. In 3s - one child stands up another pushes them gently. Change places and repeat x2. Question – Did you feel more or less wobbly than sitting down? Why is that? Report back – in 3s get into sequence to show most wobbly to least wobbly position (standing, sitting, lying). Explain that even though we walk on 2 legs we only have a small base and can’t balance as well as animals on 4 legs. Body points In 6s – Give the children numbers between 1- 4. Children discuss and experiment with other balances using that number of body parts. Reporting back – 5 children demonstrate, 1 child gives commentary – e.g. Sophie is balancing on 2 points , her bottom and her hand. Warm down – Beans: give in 1, 2 and 3 part instructions – e.g. jelly beans....runner beans and French beans...green beans, jelly beans and jumping beans. Wind down with 1 part instructions from jelly beans, green beans, broad beans, to baked beans.
Break down instructions for lower achieving children Give information in “chunks” Enable higher achieving pupils to support lower achieving Some children may need visual prompts for 3 part instructions
Plenary: Ask the children to summarise what they have learned about balance and bases.
Assessment for learning: ‘Tell your neighbour’ – ask the children to give their neighbour a 2 or 3 part instruction for their partner to follow. The children can only give the instruction once and their partner can only begin to follow the instruction on ‘Go!’ – Then use traffic lights for children to self assess.
Homework: Look at the balance bases of things around your house. Practice your balancing – how long can you stand on one leg? Count out loud. Can you beat your friend/brother/sister?
Year 1 Lesson Plans Class: Teacher: Date: Lesson: RE - Harvest
Lesson objectives:
• Children will know that food is harvested from many different sources
• We all depend on earth's food resources and the people who provide our food. Create their own expressions of thanks
Speaking and listening Speak clearly and use longer words with multiple syllables in their speech.
Activity Differentiation Resource Starter: I wish – children pass round the wishing hat saying what favourite meal they wish for Wishing hat Vocabulary: Farmer, fisherman, gardener, homemade, allotment, syllable Teach vocabulary using strategies and materials suggested in the activity template pack
Main:
• Introduce lesson objective of thinking about where our food comes from and who grows/provides the food for us.
• Highlight speaking and listening objective and ensure children are secure with term ‘syllable’ – show examples by clapping syllables – remind children that we are focusing on pronouncing these words correctly.
Question – My shopping bag - teacher shows the children the contents of his/her shopping bag. Children name the items and think about what sort of foodstuffs they are made of. Think/pair/share - Where do you think the food comes from before it gets to a shop? Ask some children to label the food with cocktail flags - sea, farm in England, farm overseas, garden/allotment, food factory, homemade. What if ........ use visual cues to prompts ideas/discussion about threats to world harvests (rough seas, fire, drought, too many people) Think/pair/share - Who made/grew/harvested the food? What do we call people who catch fish, who grow food and animals to eat, who grow food in their gardens or allotments? Who else makes food? – food producers, homemade. Saying thank you - Group work - children use Talking Tins, Easy Speak microphones, voice recorder app or similar to compose and record a Harvest prayer.
Targeted pairings for lower achieving children Give alternatives for lower achieving children
A shopping bag with a selection of food items Cocktail labels Picture prompts attached www.taglearning.com/taglearning/easi-speak-digital-voice-recorder.html www.talkingproducts.co.uk/talking_tins_education.htm http://itunes.apple.com/gb/app/kids-voice-recorder-hd-lite/id414122770?mt=8
Plenary/Assessment for learning: What have we learned? – Round Robin Send children away from the carpet by calling their names individually and children to then clap the correct number of syllables in their name. Can they hear the syllables? Can you think of a food you like with 2 syllables? Repeat for 3.
Homework: Ask Mum or Dad where the food for tonight’s tea comes from. Make a recording of it to bring and share at school.
Year 1 Lesson Plans
Class: Teacher: Date: Lesson: Science – What is that!
Lesson objectives:
• Use senses to explore a variety of objects
• Use spoken language to make a simple hypothesis based on observation
Previous learning: To have had varied
experience of seeing and handling objects
Speaking and listening objective: Use interesting words in my descriptions
Activity Differentiation Resource Starter: Sleeping Stones All the children make a ‘boulder’ shape by curling their arms round their knees and keeping as still and quiet as possible. Ask them to Think very carefully – what can they hear, feel, smell, see, taste going on around them? ‘Wake’ the boulders and ask children to sit in a circle; go round the circle with children saying ‘I saw......, I heard...., I felt...., I smelt......, I tasted’ Question - How do we know and find out about the world around us – through our senses?
Allow a ‘pass’ or ‘ask for a clue’or change it to present tense – look around, what can you see/hear I can see...
Vocabulary: Senses, see, hear, smell, taste, feel, touch Teach vocabulary using strategies and materials suggested in the activity template pack
Main: Science detectives 5 groups – nose detectives, tongue detectives, touch detectives, ears detectives, and eyes detectives. Smell pots – covered pots with different familiar essences on cotton wool. *Taste pots – covered pots with different flavours. Feely bag – a bag for each object, numbered. Listening corner – recorded wav files of familiar sounds. Picture puzzles – a selection of pictures cropped to focus on one aspect only.
• Children take turns to feel, smell, taste, look or listen. They discuss what they think the stimulus is. Why do they think that? What clues are there?
• Encourage children to try and think of different describing words – not to just copy other words they have heard their other group members use. Can you think of more interesting words to describe the taste etc?
• Children use the self checking prompts and cards to check their hypothesis. Were they right?
Health and safety - Check for allergies *Adult support to put a small sample of each ‘taste’ on each child’s tongue TA to pre-teach lower-achieving children a small number of describing words they can use
Smell pots – covered pots with different familiar essences on cotton wool. Make a small hole in each pot and insert a straw to sniff. (E.g. perfume/deodorant, coffee, lemon, wood shavings, vinegar). Stick a picture of the ‘smell’ to the bottom of each pot (don’t tell the children!) – so that they can self check at the end of the activity *Taste pots – covered pots with different flavours. Stick a picture of the flavour to the bottom of each pot (don’t tell the children!) – so that they can self check at the end of the activity Feely bag – a bag for each object; children can check their answer at the end of the activity by opening the bag Listening corner – recorded wav files of familiar sounds; number the files and create a list of numbers with pictures to represent the sounds so that children can self check at the end of the activity. Listening corner, headphones. www.pacdv.com/sounds/index.html Picture puzzles – a selection of pictures cropped to focus on one aspect only. Print the whole picture as well as the cropped version and keep to one side so that children can self check their answer at the end of the activity
Plenary: What we found out Each group chooses one of their pictures, object, etc to tell
- What it is - What it smells, tastes, feels, looks, sounds like - What we thought about it and why
Children to try and remember as many of the describing words as they can and class teacher to scribe on board. Then children in pairs to discuss whether the words describe the taste, smell, sound, feel or look of the objects. ‘Heads together’ - Class to help sort the words into groups accordingly.
Giant microphone for ‘reporter’ to use www.artifaqs.co.uk/product/29/his0012/giant-microphone.html http://www.amazon.co.uk/1-x-Toy-Echo-Microphone/dp/B002FB4OLI/ref=sr_1_1?ie=UTF8&qid=1312453772&sr=8-1
Homework: Make a jigsaw puzzle using a picture from a magazine or a printed photo. Paste on card and cut into shapes. Ask Mum or Dad to help you.
