| Teaching Methodologies: (Underline where relevant)
· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
· Collaborative/Co-operative Learning: group work.
· Active Learning: hands on experience.
· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
· Using Local Environment: use of pupil environment and lived experience.
· Problem Solving: apply logic and rationality to given situations |
| Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: English
Time: 9.35-10.20
Class: 1st, 2nd and 3rd
Duration of Lesson: 45mins
| Theme: Animals
Strand: Oral language, reading, writing
Strand Unit: Receptiveness to language |
| Differentiated Learning Objectives:
1. That all children will be enabled to…discuss with their peers what a postcard is, re-draft their postcard into a postcard template.
2. That most children will be enabled to…answer questions based on their postcards
3. That some children will be enabled to… read their postcards for the rest of the class, with confidence. |
| Assessment:
I will assess by means of teacher designed task; I will correct the children’s re-drafted postcards to ensure understanding of the corrections made to their original draft, and to see where each child is individually and their understanding of the postcard. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.
|
| Language / Literacy Development:
– Oral discussion of most common words used when writing a postcard
– Discussion with peers about postcards
– Reading postcards for the class.
|
| Teaching Methodologies: (Underline where relevant)
· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
· Collaborative/Co-operative Learning: group work.
· Active Learning: hands on experience.
· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
· Using Local Environment: use of pupil environment and lived experience.
· Problem Solving: apply logic and rationality to given situations
|
| Introduction:
– T (teacher) will introduce the lesson by asking the children if they can tell me what a postcard is. Asking also why someone would send a postcard; if they were ever on holidays and sent a postcard to someone; if they have ever received a post card: what a postcard looks like. T will ask the children the kinds of things that are normally written in a postcard and jot down the children’s ideas on the whiteboard.
|
| Key Questions:
Lower Order Questions:
1. What is a postcard?
2. Have you ever sent a postcard?
3. Have you ever received a postcard?
Higher Order Questions:
1. Why would someone send a postcard?
2. How might a postcard look?
3. Would you like to send a postcard? Why?
|
| Development:
– T will invite the children to tell the class about any postcards they may have received or given. Children will be asked: Where were they when they sent it, who did they send it to, why did they send it, how long did it take to reach its destination, how did they send it?
– T will ask the children if they can tell the teacher different things that are on postcards: stamps, receiver’s message, message, etc.
– Children will be asked to tell me the different words and vocabulary people might use when writing a post card. We will record these suggestions on the board.
– T will put A3 size example of a postcard on the board for the class.
– T will then tell the children that they are going to write their very own postcard that they would send to someone over winter. They will be given 2 minutes to think of who they want to write their postcards to.
– T will distribute postcard template to each child in 1st and 2nd and 3rd placing emphasis on the address, capital letter and punctuation.
The class will be invited to pretend that they are on holidays in winter wonderland / Lapland / The North Pole and are sending a postcard home to a friend or neighbour, or family member. 2nd and 3rd class will be expected to write more. T will show the children an image of winter wonderland and ask the children to say in their postcards what they see, hear, smell, what they are excited about, do they miss home, what animals did they see, what did the animals look like, feel, smell, were they kind, are they going to get to meet Santa etc. How they got there.
Where they went.
Who they went with
What was the weather like.
T will ask the children to think of any words they might like to know how to spell before they begin their draft. T will place these words on the whiteboard.
T will give 1st, 2nd, and 3rd different worksheets with prompts in order to structure their writing.
– T will remind the children that this is a draft and that the teacher will correct the draft before they rewrite the postcard on the templates.
– 1st class will be invited to write 2-3 lines. 2nd class will be invited to write 4-5 lines and 3rd invited to write 7-9.
– The written example of the postcard will be left on the board during the activity to cater for the weaker children in the class. They can copy the words and layout of the example.
|
| Key Questions:
Lower Order Questions:
1. Where were you when you sent / received the postcard?
2. Who did you send it to?
3. How did you send it?
Higher Order Questions:
1. Why did you send it?
2. How long did it take for it to reach its destination?
3. How long do you think it would take a postcard from here to reach the North Pole?
|
| Conclusion:
When the children are finished, time permitting, children will read their postcards for the class. If not, this lesson will be continued the following day. T will collect the postcards from the children when they are completed and look through them to help me in assessing my lesson.
If first class finishes early T will do phonic work with the class.
T will assign work for third from their TTS on their stories.
|
| Key Questions:
Lower Order Questions:
1. Who did you write to?
2. What did you write about?
3. What address is on the postcard?
Higher Order Questions:
1. Why did you choose to write to x?
2. How long do you think it would take this postcard to be delivered?
3. How do you think you were feeling on holidays when you were writing this postcard?
|
| Resources:
Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class, example of a post card, words on board that the children wish to use.
|
| Integration:
– Music: Flight of the Bumble Bee
– Visual Art: Making construction with animals
– Religion: Teaching and Nourishing –
– Geography: Effects of water pollution on Freddy the fish –
– Drama: Little Red Riding Hood – Date
-Science: Plants and animal life (food chain) winter animals –
-SPHE: Relating to others –
|
| Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: English
Time: 9.35-10.20
Class: 1st, 2nd and 3rd
Duration of Lesson: 45mins
| Theme: Animals
Strand: Oral language, reading, writing
Strand Unit: Receptiveness to language |
| Differentiated Learning Objectives:
1. That all children will be enabled to…discuss with their peers what a postcard is, re-draft their postcard into a postcard template.
2. That most children will be enabled to…answer questions based on their postcards
3. That some children will be enabled to… read their postcards for the rest of the class, with confidence. |
| Assessment:
I will assess by means of teacher designed task; I will correct the children’s re-drafted postcards to ensure understanding of the corrections made to their original draft, and to see where each child is individually and their understanding of the postcard. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.
|
| Language / Literacy Development:
– Oral discussion of most common words used when writing a postcard
– Discussion with peers about postcards
– Reading postcards for the class.
|
| Teaching Methodologies: (Underline where relevant)
· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
· Collaborative/Co-operative Learning: group work.
· Active Learning: hands on experience.
· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
· Using Local Environment: use of pupil environment and lived experience.
· Problem Solving: apply logic and rationality to given situations
|
| Introduction:
– T (teacher) will introduce the lesson by revising with the children what a postcard is; what we use postcards for. T will then give the children back their corrected draft of their postcards. T will ask the children to take a minute to look at their corrected work and ask the children if they have any questions about it. T will ask the children if they can now think of anything they would like to add to their postcards. T will place on the whiteboard the most commonly misspelt words by the children in their original draft to remind the children of how they are spelt.
|
| Key Questions:
Lower Order Questions:
1. What is a postcard?
2. Where are we sending our postcards from?
3. What did you see when you were in Lapland?
Higher Order Questions:
1. How do ye think we could improve our postcards?
2. How might our postcards look when they are finished?
3. What two things can must we always put on postcards?
|
| Development:
– T will invite the children to use the postcards given to the children to redraft their postcards.
– T walks around the room as the children are doing this to ensure all children are working on task and help any children who may need help.
– T will question individual children as she does this to ensure understanding about postcards from all.
– T will begin phonic work with first class when they finish writing their postcards, T will further revise with the class the sound of /oa/ and the children will complete a worksheet based on the sounds.
– T will then ask second class (early finishers) to draw a picture which might be placed at the front of their postcards.
– T will correct the children’s postcards as she walks around the room observing
|
| Key Questions:
Lower Order Questions:
1. Who did you write your postcard to?
2. What did you write about?
3. What animal did you see when you were there?
Higher Order Questions:
1. Why was that your favourite part of the trip?
2. What else could you have mentioned in your postcard?
3. How long do you think it would take a postcard from here to reach the North Pole?
|
| Conclusion:
– When the children are finished the children will read their postcards for the class.
– T will ask the children questions about their postcards and invite the children to ask one another questions about their postcards after the child has completed his / her oral presentation.
|
| Key Questions:
Lower Order Questions:
1. Who did you see when you were there?
2. How did you get home?
3. What did you tell your friend about?
Higher Order Questions:
1. How could we improve our postcard writing next time?
2. How do you think the person reading this postcard will feel?
3. How do you think you were feeling on holidays when you were writing this postcard?
|
| Resources:
Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class (on interactive whiteboard), example of a post card, words on board that the children wish to use.
|
| Integration:
– Music: Flight of the Bumble Bee -16th November
– Visual Art: Making construction with animals – 16th November
– Religion: Teaching and Nourishing –
– Geography: Effects of water pollution on Freddy the fish –
– Drama: Little Red Riding Hood
-Science: Plants and animal life (food chain) winter animals –
-SPHE: Relating to others –
|
| Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: English
Time: 9.35-1.20
Class: 1st, 2nd and 3rd
Duration of Lesson: 45mins
| Theme: Animals
Strand: Oral language, reading, writing
Strand Unit: Receptiveness to language |
| Differentiated Learning Objectives:
1. That all children will be enabled to…discuss with their peers what a postcard is, and the reasons for writing a postcard; discuss the words most commonly used when writing postcards.
2. That most children will be enabled to… write a postcard to a person of their choice, using the words previously discussed.
3. That some children will be enabled to… read their postcards for the rest of the class, with confidence. |
| Assessment:
I will assess by the method of teacher observation, observing pupils during the writing of the postcard and observing participation in the discussion with peers about the postcard. I will note the children who do not participate as willingly in my assessment notebook. I will also assess by means of questioning the children at different stages throughout the lesson and will collect the postcards at the end of the lesson, to look at them and see where children are making mistakes and spelling errors. I will then, during the next lesson, write the words that they spelled incorrectly into their dictionaries to allow them to acknowledge how they spelled it wrong and allow them to correct it themselves by looking, saying, cover, write and check. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.
|
| Language / Literacy Development:
– Oral discussion of most common words used when writing a postcard
– Discussion with peers about postcards
– Reading postcards for the class.
|
| Teaching Methodologies: (Underline where relevant)
· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
· Collaborative/Co-operative Learning: group work.
· Active Learning: hands on experience.
· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
· Using Local Environment: use of pupil environment and lived experience.
· Problem Solving: apply logic and rationality to given situations
|
| Introduction:
– T (teacher) will introduce the lesson by asking the children if they can tell me what a postcard is. Asking also why someone would send a postcard; if they were ever on holidays and sent a postcard to someone; if they have ever received a post card: what a postcard looks like.
|
| Key Questions:
Lower Order Questions:
1. What is a postcard?
2. Have you ever sent a postcard?
3. Have you ever received a postcard?
Higher Order Questions:
1. Why would someone send a postcard?
2. How might a postcard look?
3. Would you like to send a postcard? Why?
|
| Development:
– T will invite the children to tell the class about any postcards they may have received or given. Children will be asked: Where were they when they sent it, who did they send it to, why did they send it, how long did it take to reach its destination, how did they send it?
– T will ask the children if they can tell the teacher different things that are on postcards: stamps, receiver’s message, message, etc.
– Children will be asked to tell me the different words and vocabulary people might use when writing a post card. We will record these suggestions on the board.
– T will put A3 size example of a postcard on the board for the class.
– T will then tell the children that they are going to write their very own postcard. They will be given 2 minutes to think of who they want to write their postcards to.
– T will distribute postcard template to each child in 1st and 2nd class while have 3rd class format the postcards themselves placing emphasis on the address, capital letter and punctuation.
– The class will be invited to pretend that they are on holidays somewhere and are sending a postcard home to a friend or neighbor, or family member. 2nd and 3rd class will be expected to write more.
– 1st class will be invited to write 2-3 lines. 2nd class will be invited to write 4-5 lines and 3rd invited to write 7-9.
– The written example of the postcard will be left on the board during the activity to cater for the weaker children in the class. They can copy the words and layout of the example.
|
| Key Questions:
Lower Order Questions:
1. Where were you when you sent / received the postcard?
2. Who did you send it to?
3. How did you send it?
Higher Order Questions:
1. Why did you send it?
2. How long did it take for it to reach its destination?
3. How long do you think it would take a postcard from here to reach America?
|
| Conclusion:
When the children are finished, time permitting, children will read their postcards for the class. If not, this lesson will be continued the following day. T will collect the postcards from the children when they are completed and look through them to help me in assessing my lesson.
|
| Key Questions:
Lower Order Questions:
1. Who did you write to?
2. What did you write about?
3. What address is on the postcard?
Higher Order Questions:
1. Why did you choose to write to x?
2. How long do you think it would take this postcard to be delivered?
3. How do you think you were feeling on holidays when you were writing this postcard?
|
| Resources:
Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class, example of a post card, words on board that children wish to use.
|
| Integration:
|
| Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: English
Time: 11.10-12.00
Class: 1st, 2nd and 3rd class
Duration of Lesson: 50 minutes
| Theme: Clothes
Strand: Reading
Strand Unit: Reading for pleasure and information. Developing reading and word identification strategies |
| Differentiated Learning Objectives:
1. That all children will be enabled to….Identify, recognise and learn both difficult and new words while developing strategies to do so – ‘Blast Off’, ‘Cheer it’. (1st and 2nd).Use simple dictionaries to find words. Explain what the words mean. (3rd class).
2. That most children will be enabled to…Read about and remember new information about ‘The Emperor’s New Clothes’.
3. That some children will be enabled to…Summarize (orally) the main points in the text and ask questions based on the text. |
| Assessment:
I will assess the children by:
-Teacher observation: I will be observing each individual throughout the lesson to ensure every individual is clear on tasks and understanding things. I will listen to the children reading during P.A.L.S, assessing their ability to read the new words with confidence. I will assess the children of lower ability in the class, by walking around during the class, observing them, and checking to see if they have the appropriate letters/words underlined. I will note my findings in teacher notebook.
-Self-assessment; third class children will be complete a reading response journal that they started yesterday. 1st and 2nd class will pick a ‘My feeling about the text’ face and add it to their text. |
| Language / Literacy Development:
–The children will identify, recognise and learn new words;
-Practice use of dictionaries. (Third class).
– Summarise text orally and summarising work read.
-Practising phonics. |
| Teaching Methodologies: (Underline where relevant)
· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
· Collaborative/Co-operative Learning: group work.
· Active Learning: hands on experience.
· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
· Using Local Environment: use of pupil environment and lived experience.
· Problem Solving: apply logic and rationality to given situations
|
| Introduction:
–Teacher will show the children an image from the next part of the story of the Emperor’s New Clothes and ask the children to guess what they think the story is going to be about. T will revise with the children what they have read so far by passing around the teddy.
-T will have the children to complete think, pair, share, to talk about what they think of the story so far.
-T will take the children’s answers and write them in a form of a brainstorm on an A3 piece of paper from yesterday’s lesson. |
| Key Questions:
Lower Order Questions:
1. What is in this picture?
2. What happens in the start of the story?
3. What did the King love?
Higher Order Questions:
1. What kind of person do you think the King was? Why
2. What kinds of people do you think his servants were? Why
3. How could the King have saved himself from being embarrassed?
|
| Development:
– T will revise the new challenging words from yesterday’s lesson with the children. T will ask the children if they can remember what they mean.
– T will have a child from each class complete ‘Cheer it’. To do this, one child acts as a cheer leader, spelling the word by method of call and response to the class. Give me a _____________’
– Teacher will ask the children to take out their texts. They will be asked to act like word detective and to look for the new words, which are on flashcards on the board, throughout the first paragraph of the text for first and second class and throughout the first page for third class.
– Teacher will walk around the room during this activity giving extra help to children who appear to be struggling.
– When children are familiar with the new words in the text, T will have all three classes listen to the second part of the story being read in a video clip on the interactive whiteboard.
– T will ask the children questions based on the story and ask third class to think of any questions they could ask the class about the story.
– T will then ask the children to read the second paragraph of the text in pairs using the P.A.L.S. approach, where one child reads the sentence and the other offers assistance if there are any difficulties. The other child reads the next sentence and vice versa.
– T will ask second and third class to complete the same activity using their texts. (Asking the children to underline any words they are unsure of as they read).
– Teacher will walk around the room during this activity, listening to the children read and helping with any difficulties the children have.
– The pairs will be of mixed ability to cater for the weaker children in class.
– T will ask the children to stop at a certain point of their texts.
– Teacher will ask all children the new information they learned when reading their texts. They will be asked to share with the class.
– Questions will be asked to elicit the new information learned.
|
| Key Questions:
Lower Order Questions:
1. Were the travellers really making a cloth?
2. Why did they say everyone couldn’t see the cloth?
3. What did the King say about the coat?
Higher Order Questions:
1. Why do you think the servants lied?
2. How do you think the King felt when he couldn’t see the coat? Why
3. How do you think the rogues / travellers felt? Why?
|
| Conclusion:
– Teacher will play a simple game with the children to further revise the new information learned. Teacher will have a teddy of a king and pass it to a child who then passes it to another and they must say something they remembered about whales, anything at all, even a word. This child then passes it on to another child and so on.
– Teacher will ask third class children class to tick their words in and fill out a reading response assessment form and to draw a picture within if time permits.
– Time permitting T will ask first class to look for the /ue/ words in their texts.
– Time permitting T will play the phonics loop game with 1st and 2nd as 3rd are filling out their assessment sheets.
– T will ask 1st and 2nd to give their reading today a smiley face according to how they think they did. |
| Key Questions:
Lower Order Questions:
1. Can you remember anything about the story?
2. What does this word mean?
3. Have you ever tricked anyone like the rouges?
Higher Order Questions:
4. What do you think of the King? Why?
5. How could the King have avoided being embarrassed?
6. How would you describe the King?
|
| Resources:
–copy of texts for each child, flashcards with new words, whiteboard, marker, pom poms for the word chant ‘Cheer it’, picture of whales, poster, teddy, video and audio of the story.
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| Integration:
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| Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
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