English Lesson 1 |
Date:
Subject: English
Time: 10.20-11.00
Class: 1st, 2nd and 3rd class
Duration of Lesson: 45 minutes
Theme: Animals
Strand: Reading
Strand Unit: Reading for pleasure and information. Developing reading and word identification strategies
Differentiated Learning Objectives:
- That allchildren will be enabled to….Identify, recognise and learn both difficult and new words while developing strategies to do so – ‘Blast Off’, ‘Cheer it’. Use simple dictionaries to find words.
- That mostchildren will be enabled to…Read about and remember new information about whales and dolphins.
- That some children will be enabled to…Summarize (orally) the main points in 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.
– I will assess the knowledge learned about whales by questioning the children at different time throughout the lesson; a range of questions will be used to accommodate children of varying abilities. The Teddy Game will be another way of further assessing new knowledge.
Language / Literacy Development:
–The children will identify, recognise and learn new words; whale, sea, school/pod, dolphin, porpoise, drank, distressed, confused, submerged, despair, approached, creatures, coax, kayaks, snout, submerged, confused, protect).
-Practice use of dictionaries.
– 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 construct a brainstorm with the children to find out their prior knowledge about whales. I will elicit information by asking questions if the children find it difficult.
-I will have a model of a whale to show the children.
Ì will also have a model of a dolphin to show the children as this is one of the new words in the text for first and second class while the dolphin is part of the story for third.
Key Questions:
Lower Order Questions:
- What is a whale?
- Where do whales live?
- Are whales big or small?
Higher Order Questions:
- Do you think whales are friendly?
- Do you think dolphins are friendly?
- Do you think you would like to live in the ocean? Why?
Development:
- Teacher will put new/challenging words from the first paragraph of ‘Wesley the Whale’ on the flashcards on the board for first and second class, and a list of flashcards with different words from the first page of the story for third class.
- I will ask the children if they know what these words mean, or if they have seen these words before.
- I will explain the meaning of these words to the children so that they will become familiar with the meaning when they come up in the text. I will have third class look up two of the words themselves in pairs while I am explaining the words to first and second class.
- Children will be invited to say these words together, in groups, then individually.
- I will familiarise the children with these words by doing the word wall chart ‘Blast Off’/ ‘Cheer It’. To do this, children start crouched on the floor. As they say each letter, they get a little higher and finally jumping into the air as they say the word. This will be modelled for the children first. Alternatively, for ‘Cheer It’; one child acts as a cheer leader, spelling the word by method of call and response to the class. Give me a In _____________’
- Teacher will distribute the two texts to the classes. 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, I will have third class read their text silently.
- Teacher will read the first and second class text to them, pausing each time one of our new words appears, asking the children to remind me what they mean.
- Children will then read this paragraph as a class.
- Children will read the paragraphs in pairs using the P.A.L.S. approach, where one child reads one sentence and the other offers assistance if there are any difficulties. The other child reads the next sentence and vice versa.
- 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.
- Teacher will tell the children to read the net paragraph by themselves silently underlining any words they do not know.
- Teacher will ask third class to re-read the first page in pair using the P.A.L.S. system listening to the children as they read.
- Teacher will be then 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:
- What do you call a whale’s family?
- What was the dolphin called in New Zealand?
- What happened to Moko?
Higher Order Questions:
- Do you think Wesley likes to live with his family? Why?
- Do you think dolphins are clever? Why?
- How do you think the whales felt when Moko came along? Why?
Conclusion:
- Teacher will play a simple game with the children to further revise the new information learned. Teacher will have a teddy 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 first and second class to write their new words into their own dictionaries.
- 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.
- Teacher will go through new phonic word with first and second class using the jolly phonics programme /oa/, bring your hand over your mouth and say ‘oh’!
- Song 3.27 Jolly Phonics Phase 3 will be played and teacher will ask the children for /oa/ sound words; show example of the three main ways /oe/, /oa/ and /ow/ are written on flashcards.
Key Questions:
Lower Order Questions:
- Can you remember anything about whales?
- What does this word mean?
- What about the teddy reminds you of Wesley?
Higher Order Questions:
- What do you remember about whales?
- Have you ever helped anyone like Moko?
- Do the whales have anything in common with us?
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,, models of whales and dolphins, whale teddy.
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:
Template Daily Lesson Plan for TP 2 |
Date:
Subject: English
Time:
Class: 1st, 2nd and 3rd class
Duration of Lesson: 50mins
Theme: Animals
Strand: Reading Strand Unit: Competence and confidence in using language |
Differentiated Learning Objectives:
1. That all children will be enabled to… read about and remember new information about whales and dolphins. 2. That most children will be enabled to… identify, recognize and learn both difficult and new words while developing strategies to do so ‘Blast off’, ‘Cheer it’ (flippers, tail, animals, plants, blowhole, breathe, whistles, hunters). 3. That some children will be enabled to… summarise orally the main points of the text and complete written work 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, and when they are orally summarising the main points of the story; I will note after the lesson any children who may have struggled in teacher’s assessment 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; flippers, tail, animals, plants, blowhole, breathe, whistles, hunters. Third class: coax, kayaks, snout, submerged, confused, protect). -Practice use of dictionaries. – Summarise text orally. -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 introduce the lesson by asking the children to summarise the main points in the text; eliciting information read by the children yesterday. I will record this information on the board in the form of a brainstorm. |
Key Questions:
Lower Order Questions: 1. What helps whales swim? 2. What happened to the whale in ‘Moko to the Rescue!’? 3. What saved the whale? Higher Order Questions: 1. How do you think Whales feel living with their families? 2. Why do you think the whales relaxed? 3. What do you think the dolphin said to the whales?
|
Development:
– Teacher will put new / challenging words from the second page of third classes text and from the second paragraph of 1st and 2nd classes’ text on flashcards on the board. First, teacher will ask children if they know what the words mean, or if they have seen these words before. – Teacher will explain the meaning of these words to children so that they will be familiar with the meaning when they come across these words in the text. Teacher will then ask the children to put these words into sentences to ensure they understand them, and will ask them to point out striking features of these words, for example, small / tall letters, and small words within these words. – Children will be invited to say these words together, in groups then individually. Teacher will familiarise the children with these words by doing the word wall chant ‘Blast Off’ / Cheer it. Teacher will have third class look up their new words in the dictionary and write these into their own dictionary copy while this activity is happening. – Children will be invited to take out the text from yesterday’s lesson. They will be asked to act as word detectives and to look for the new words in the text. Teacher will walk around during this activity giving extra help to the less able. – When children are familiar with the new words in the text, Teacher will read the second paragraph of the text to them, pausing each time one of our new words appears, asking the children to remind teacher what they mean. The teacher will have 3rd class read the second page of their text silently during this time. – Teacher will then read the paragraph as a whole class. After this the children read in pairs, using the P.A.L.S approach, where one child reads one sentence and the other offers assistance if there are any difficulties. Teacher will have third class complete P.A.L.S system every three lines or so of the text. Teacher will focus on listening to third class students today as they are working in pairs. Teacher will listen to the children during this activity, helping those with any difficulties. The pairs will be of mixed ability to cater for the weaker children in the class. – Second class can begin questions based on Wesley the Whale until first class is finished reading. – Children will be asked about the new information they learned when reading the second paragraph of the text. They will be asked to share this with the class. A range of questions will be used to elicit the new information learned (lower, middle and higher order). Teacher will ask first and second to listen to third classes information to see can they learn anything extra or new about whales. – Teacher will assign questions to third class based on their reading of the text. – Teacher will begin phonic work with the children asking them to recall from yesterday the sound they learned ‘oa’. Teacher will ask the class to put this sound into words; second class to put the sound into sentences. – Teacher will ask first class to complete work on the ‘oa’ sound in their jolly phonics book page 24. – Teacher will ask second class for three words with the sound and ask the children to write these three words in sentences in their copies. – Teacher will check third classes progress and correct work stopping wherever they are in the questions.
|
Key Questions:
Lower Order Questions: 1. What is a mammal? 2. Is Wesley a mammal? 3. What do whales use to breathe? Higher Order Questions: 1. Do you think Moko is an amazing dolphin? Why? 2. Would you like to be a Whale? Why? 3. How do you think the whales felt after being rescued?
|
Conclusion:
– Teacher will ask first and second to listen to third classes information to see can they learn anything extra or new about whales. – Teacher will play a simple game passing a teddy whale to the children and they must say something they remember about whales, anything at all, even a word. – Teacher will ask third class children to complete a reading response journal. 1st and 2nd class will colour in a ‘My feeling about the text’ face and add it to their text.
|
Key Questions:
Lower Order Questions: 1. What can you remember about whales? 2. What can you remember about dolphins? 3. Does Wesley have teeth? Higher Order Questions: 1. How do you think Wesley eats having no teeth? 2. What do you think Wesley says when he whistles and squeaks? 3. How do you think the Whales could avoid being washed up ashore?
|
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,, models of whales and dolphins, whale teddy.
|
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:
|
Template Daily Lesson Plan for TP 2 |
Date:
Subject: English
Time: 9.35-10.20
Class: 1st, 2nd and 3rd
Duration of Lesson: 45mins
Theme: Animals
Strand: Oral language, writing, reading Strand Unit: Developing cognitive abilities through oral language; Competence and confidence in using language |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Differentiated Learning Objectives:
1. That all children will be enabled to…review and discuss new information learned about whales in the last two lessons and answer questions based on this discussion 2. That most children will be enabled to… give a description on and recount the story of ‘Wesley the Whale’ and answer questions about it both orally and written. 3. That some children will be enabled to… discuss the story of ‘The Clever Fox’ predicting what will happen next. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment:
I will assess the lesson using teacher observation to monitor the children during the written activity, and also when eliciting knowledge from them through questions. Questioning is another assessment method I will use to judge the children’s knowledge learned I will note my findings in teacher observation note book. I will also assess by monitoring pupil participation and enthusiasm during the lesson.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Language / Literacy Development:
-Oral language developed through questioning -Practice of new vocabulary / words through writing based on the text from previous two lessons -Third class learning new words: indeed, majesty |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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 providing third class with a picture of the illustration cover page of the story going to be read. T will give the children a piece of paper in pairs and ask the children to think, pair, share about what they think the story they are going to read is about and to write their taught on the piece of paper provided. T will draw the children’s attention to four main questions: what might be happening in the picture, what might have happened just before this picture, what do you think will happen next? Why do you think the fox might be clever? – T (teacher) will introduce the lesson to 1st and 2nd by revising the whole text from the last two lessons with the children. T will read the text one last time together, asking the children the most important parts of the text to remember for answering questions.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Key Questions:
Lower Order Questions: 1. What is happening in this picture? 2. What friends does Wesley have? 3. What do we know about Wesley Whale? Higher Order Questions: 1. Why do you think the fox might be clever 2. Do you think Wesley is a young Whale? Why? 3. How did Wesley speak?
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Development:
– T will distribute worksheets to the children. T will read through the questions first to ensure each child understands them. T will repeat this process with 2nd class worksheets which have more difficult questions based on the text. – T will invite the children to start their worksheets. T will walk around the classroom during this activity, helping the children who may be experiencing difficulties, by simplifying the questions, while challenging the more able students by asking them higher order questions that require a lot of thinking to answer. – T will ask third class about their predictions of the text encouraging and praising their ideas. T will ask questions based on their ideas in order for the children to justify their answers. – T will then read the story aloud to the children. T will stop at certain points of the text and ask the class to predict what might happen next. – T will then have the class read as a group the whole text together. – T will ask if any of their predictions came through; encouraging guesses and asking the class their thoughts on the text. – T will invite the class to write what happened in the story as a group on their prediction sheet paper. – T will invite the children to answer the questions pg. 39 of their books based on their reading. Going through the questions to ensure understanding. – 1st and 2nd class asked questions based on their work / correcting answers as a class orally – T begins phonic work with class returning to the /oa/ sounds practiced over last two lessons. T will play the teddy game and tell the children when they get the teddy they should think of a word / sentence based on the /oa/ sound. – T demonstrates how to write /oa/ and invites children up to the whiteboard to practice writing the letter. – T asks first and second to practice one line in their writing copies using the oa joint letter writing. Checking copies as the children do this; how they are holding their pencils etc.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Key Questions:
Lower Order Questions: 1. Is Wesley Whale big? 2. What is Wesley’s family called? 3. Why would the lion not leave the cave? Higher Order Questions: 1. Why do you think the fox is clever? 2. Do you think the lion was clever? 3. How do you predict this story will end?
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Conclusion:
– T will ask third class to finish work at home if not finished. – T will ask thank children for their hard work and will play (time permitting) the ‘Fact or fib’ game with the children, where I will have a number of facts about whales and the fox written on cards. The children pick one, read it out, and decide whether they think it is fact or a fib.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Key Questions:
Lower Order Questions: 1. Was the fox eaten? 2. Was the whale called Windy? 3. Is it fact or a fib that whales use their blowholes to drink? Higher Order Questions: 1. What would be a better ending for the story? 2. Can you think of a question to ask about Wesley? 3. How big do you think Wesley will become?
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Resources:
Copy of the worksheets, paper for third class group, markers, teddy
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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 Class: 1st, 2nd and 3rd Duration of Lesson: 45mins
|