IntroductionNo 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, which 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 on www.thecommunicationtrust.org.uk/nopensdaywednesday), 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 4 Lesson Plans

Class: Teacher: Date: Lesson: Literacy: What happened on Tuesday

Learning objective: To use drama to explore

characters’ reactions to an event.

Previous learning: Use some drama strategies to

explore stories or issues. Identify and discuss qualities of

others' performances, including gesture and action.

Speaking and listening objectives: Develop scripts based on improvisation. Comment constructively on plays and performances, discussing effects and how

they are achieved.

Differentiation ResourceStarter: Show the children a picture on the interactive whiteboard of the toads flying on their lily-pads. Ask the

children to work in pairs to think of a simple sentence to describe the picture. Now ask the children to add an adverb or an adverbial phrase to the simple sentence to improve the sentence.

Show the children the front page of the story. What is the title of the book? Who is the author? What clues are there to tell us what the book might be about?

Mixed ability groupings.

LA: Adult support in suggesting lines/roles for lower ability children.

HA: Role of police detective leading interview.

Book: Tuesday by David Wiesner. Scans of the book. http://prezi.com/kn7l6yjlukei/copy-

of-tuesday/

Vocabulary: toad, lily pad, interview, detective, surprise, astonish, shock, stun, astound.

Main activity: Go through the story page by page with the children. Ask the children to work in pairs to provide one

sentence that tells the story of each page. Avoid using hands-up by asking a child to choose a number between one and six and counting on to the next person the number chosen.

‘Read’ the story to the penultimate page and then tell the children they will be using drama to produce a short script. Ask the children which human characters had noticed the toads. What other types of people who work at night might have seen the toads?

Divide the children into groups of four. Tell them they will prepare a drama piece where one child is a police detective and the other three are witnesses to the flying toads. Provide the children with a starting sentence and closing sentence for their drama. Be very clear that all the drama pieces must start and end with these opening and closing sentences. This is very useful in giving the children parameters in which to work in.

Give the children four /five minutes to prepare their script and then being the children back together to review the drama pieces. What did the children do well? What could they have done differently?

Plenary: Show the children the last page of the story. What animal do they think might be coming around the

corner?

Assessment for learning: Which words do you think best described the characters’ reactions? Can you rate your group’s performance using traffic lights? Why did you give yourself that traffic light?

What would you do differently next time?

Homework: Ask the children to draw a picture to show what other unusual creatures might be flying on lily-pads on any given Tuesday.

Year 4 Lesson Plans

Class: Teacher: Date: Lesson: Maths – TemperatureLesson objectives: Use positive and negative numbers

in context.

Previous learning: Add or subtract mentally

combinations of one- and two-digit numbers.

Speaking and listening objectives: Make contributions relevant to the topic and take turns in discussion.

Activity Differentiation ResourceStarter: Play switch the children. Give the children one minute to practice their seven

times table. Then invite a pair to stand up and ask one of the two to start reciting the seven times table. When you say the word ‘switch’ the second of the two children continues where the first child left off. ‘Switch’ as many times as appropriate. Which pair worked the best together? Which pair gave the smoothest recital?

Numeracy questions can be divided into low, medium and high ability groupings and distributed accordingly.

Some children can be provided with a number line to assist them in solving their question.

Interactive thermometer (ITP). Interactive whiteboard with world cities and

temperatures. Questions relating to the cities and their

temperatures. www.bbc.co.uk/weather for homework.

Vocabulary: positive, negative, above/below zero, minus, difference between, is the same as, more than, less than.

Main: Use an interactive thermometer to test the children’s knowledge of positive and

negative numbers. Introduce appropriate real life questions relating to the children’s home cities and temperature.

Show the children pictures of several different world cities (e.g. Moscow, Sydney, Rio, Stockholm, Athens) on the interactive whiteboard with temperatures of these cities spread around the board. Ask the children to work in pairs to match the temperatures to the cities. Extend the children by asking them questions comparing the temperatures of the cities.

Give each child a piece of paper with a differentiated maths problem relating to the temperatures of the cities previously discussed. Tell the children that somebody in the room has the same answer as the answer to their question (although the questions will be different). Tell the children that their challenge is to solve their problem and then find the person who has the same answer as theirs. Give the children an appropriate amount of time to complete the challenge.

Redistribute the questions and repeat the exercise as required.

Plenary: Show the children a selection of images relating to temperature (e.g. desert, ice-

caps) with the temperatures hidden. Can the children estimate the temperature? Who was the closest?

Assessment for learning. What do you think is the lowest temperature in your home town? What do you

think is the highest temperature? Can you estimate the difference in temperatures between the two?

Homework: Give the children a copy of average temperatures of their home city during a

year and ask discuss with parents five questions that can be answered using that information.

Year 4 Lesson Plans

Class: Teacher: Date: Lesson: History: Roman GodsLearning objective: To use drama to depict Roman Gods.

Previous learning: Where and when was

Rome.

Speaking and listening objectives: Create roles showing how behaviour can be interpreted from different viewpoints. Comment constructively on plays and performances, discussing effects and how they are achieved.

Activity Differentiation ResourceStarter: Introduce the topic to the children and initiate discussion around

religion and gods. Which religions do the children in the class follow? Which gods do these religions worship? Tell the children that the Romans worshipped a number of gods and that each god had a function in daily life.

Ask the children to work in talk partners and name as many planets as they can. Tell the children that the planets are named after some of the Roman gods. Can any of the children give any other information about Roman deities?

Mixed ability groupings

Visual support.

1. http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6169619 2. http://www.tes.co.uk/teaching-resource/Roman-Gods-and-

Goddesses-6208480/3. http://rome.mrdonn.org/romangods/index.html 4. http://gwydir.demon.co.uk/jo/roman/index.htm

Vocabulary: pray, temple, altar, god, goddess.

Main activity: Go through the PowerPoint (resource 2) of Roman gods,

encouraging the children to talk with their partners and identify characteristics of the different gods. What symbols are associated with each god? Ask different children to read the information text for each of the deities.

Tell the children they will be working in groups of three to produce a freeze-frame to depict one of the Roman gods. Give the children print-outs of the PowerPoint (you may want to just give a selection of the gods on the PowerPoint) or alternatively a laptop per group with the PowerPoint.

Allow the children a few minutes to work in their groups to study the PowerPoint and decide which god they will dramatise. Encourage the children to think about the symbols associated with each god.

Give the children three minutes to prepare their freeze-frame. Bring the children back together and review the freeze-frames. Which god is each group representing? What did they do well? What could they have done differently?

Plenary:

Show the children the ‘match them up’ sheet (resource 1) as a class on the interactive whiteboard. Ask them to work in talk partners to match the gods with the names. What characteristics can the children give for each god?

Assessment for learning: Which Roman god did you find most interesting? What

characteristics does that god have? Are there any examples you can think of today where we still

see use the names of Roman gods?

Homework: Ask the children to complete a ‘wanted’ poster for a god of their choice giving key information and relevant illustrations.

Resource 1

ROMAN GODS

Mars was the God of War. His favourite animals, often found on his battlefields, were the vulture and the dog or wolf. Mars' emblem was a spear and a burning torch. He loved violence and bloodshed.

Venus was the Goddess of love and beauty, Venus conquered every heart she sought.

Besides being the Goddess of Love, Venus was also the protector of gardens and flowers.

She punished people who defied her power by turning them into a rock.

Cupid, the God of Love, inspired love by piercing hearts with gold-tipped arrows. To produce the opposite effect he used arrows tipped with lead. He always carried a bow and quiver of arrows, and was often presented in images and statues with his eyes covered to depict the blindness of his actions.

Mercury was the God of trade and thievery. Mercury was a beardless youth with winged shoes fastened to his ankles, and a winged cap on his head. Also the God of

Cunning and Trickery, Mercury was the Messenger of the Gods. Mercury had a wand, twined by snakes and surmounted by wings that possessed magical powers over sleeping, waking, and dreams.

Diana is the Goddess of the Moon. She was a gentle god and a healer of ills. She also protected animals from injury and carried a bow and a quiver full of arrows. She loved music, and dancing.

Neptune the lord of the sea was the brother of Jupiter. Neptune was very powerful. He could raise his hand and a new island would appear!

Jupiter was king of the Gods. He was mighty and strong and overcame the titans by blinding them. At the Council of the Gods Jupiter was chosen Sovereign of the World. His first act as King of the Gods was to condemn Atlas to bear the heavens on his shoulders.

Jupiter used lightning to punish his enemies, and wore a breastplate that depicted a storm cloud. His special messenger was the eagle

Taken from http://rome.mrdonn.org/romangods/index.html

Resource 2

Match them up!

Mars

Venus

Diana

Roman Chariot

Coliseum

Neptune

Mercury

Roman soldier

Jupiter

Taken from TES, www.tes.co.uk

Resource 3

Information sheet

Taken from TES, www.tes.co.uk

Year 4 Lesson Plans

Class: Teacher: Date: Geography: Sierra LeoneLearning objective: Review and reflect on what they

have found out and how it has affected their initial thinking.

Identify similarities and differences between places.

Previous learning: Recognise how places may change. Communicate their findings.

Speaking and listening objectives: Take different roles in groups and use the language appropriate to them,

including different roles. Follow up others' points and show whether they agree or disagree in

whole class-discussion

Differentiation ResourceStarter: Share the opening slide (resource 1) with the class showing the map of Sierra Leone. Ascertain any

background knowledge of the country/area the children may already have. In groups of two/three, ask the children to identify Sierra Leone using maps/atlases. What part of

Africa is it in? Which countries border it? What major cities are there to be found in Sierra Leone? Explain that Sierra Leone is recovering from a long war that affected most of the population.

Encourage the children to speculate how that may have affected day to day life.

Mixed ability groupings.

1. http:// learn.christianaid.org.uk/Images/CAW2012-Lesson-plan-presentation_tcm16-58375.ppt

2. World map/atlas/globe.

Vocabulary: continent, country, city, hills, rivers, weather, climate, landscape, road, airport, home, houses, farming, agriculture, crops, industry, war, poverty

Main activity:

Ask the children to think carefully about their school day and briefly map a typical UK day on the interactive whiteboard. How do the children travel to school? What resources do they have in school? Where do they go shopping? How do their parents prepare their meal in the evening?

Put the children into groups of four/five and assign roles within those groups (timekeeper, chairperson, resources, spokesperson). Give each group a copy of the PowerPoint (or children can share a laptop per group) and give the children a set amount of time to identify what aspect of daily life each slide is showing and how it differs from their own lives. As an extension the children may also want to identify similarities with their own lives.

Bring the children back together and go through each slide as a class. Invite different groups to feedback their thoughts about the slide and develop discussion about how and why their lives differ or are similar to a child in Sierra Leone.

Plenary: Review the children’s initial speculations about daily life in Sierra Leone. How can people in the UK help those people affected by war and poverty?

Assessment for learning What are the main differences between your lives and the lives of those children in Sierra Leone?

Why do you think those differences exist? Are there any similarities between your life and the lives of those children who come from places affected by war?

Homework: Ask the children to find out how many different appliances in their home use electricity. How would their lives change if electricity was not available? Did their parents or grandparents ever experience a house without reliable electricity supply?

Year 4 Lesson Plans

Class: Teacher: Date: PSHE: Moral DilemmaLearning objective: Make a judgement on a moral dilemma.

Previous learning: Reflect on spiritual, moral, social

and cultural issues, using imagination to understand other people’s experiences.

Speaking and listening objectives: Develop scripts based on improvisation. Make contributions relevant to the topic and take turns in discussion.

Differentiation ResourceStarter: Play Changing Places. Ask the children to sit in a circle on their chairs. Tell the

children to swap places if they: caught a bus to school; read a book last night; had toast for breakfast. Take a chair away from the circle and ask the child left standing to make a suggestion themselves.

Take an item such as a school tie and place it in the middle of the circle. Invite children to come into the circle and mime a different function for the tie, being as imaginative as possible.

Mixed ability groupings. Pre-teaching of relevant

vocabulary. Rehearse sentences on

a 1:1 basis which can be repeated during the conscience alley for those children that require support.

Story adapted from: http://news.scholastic.com/stickysituation/

NB: Any of the stories from the website can be used in place of the one suggested.

Vocabulary: dilemma; peer pressure, conscience.Main activity: Read the children the short story (see below) and ask the children to work in talk

partners to discuss what Maurice should do. Ask the children to raise their hands if they think Maurice should tell an adult. Then count the number of children who think Maurice should not. Record the number of children in each group.

Ask the children to discuss reasons why Maurice should tell an adult. Avoid using hands-up by asking a child to choose a number between one and six and counting on to the next person the number chosen. Repeat for reasons why Maurice should not tell an adult.

Tell the children they will be doing a class conscience alley. Ensure each child has at least one suggestion for each of the two options available to Maurice. Split the children into two groups with one group of the opinion Maurice should tell an adult and the other against. Ask the children to stand facing each other. Invite individuals to walk down the centre of the ‘alley’ whilst the other children speak/whisper their point of view. Ensure to lay down class rules (e.g. no shouting/pushing) prior to the exercise.

Repeat the conscience alley, if possible allowing all class members the opportunity to walk down between the two groups.

Plenary: Bring the children back together and again ask how many children think Maurice

should tell an adult and how many shouldn’t. Have the numbers changed since the

conscience alley? Ask the children to think of any other moral dilemmas that could occur in school. Have

any children been placed in a moral dilemma that they are willing to share with the class.

Assessment for learning:

What is the difference between a dilemma and a moral dilemma? Can you think of any other situations which can be described as a moral dilemma?

Which sentences do you think had the strongest effect in the conscience alley?

Homework

Discuss with a friend a time when you had to make a difficult decision. What was the outcome? What would have been the consequence if you had made a different choice? Was it a moral dilemma? Feedback to talk partners/the rest of the class during the next PSHE session.

Story A

Maurice is in the local shop when he sees his best friend, Veronica, steal some sweets whilst the shopkeeper’s back is turned. Veronica offers to share the sweets with Maurice if he promises not to tell anyone. Maurice loves sweets, but he knows that stealing is wrong. He also knows Veronica might be in big trouble if he tells an adult. What should Maurice do?

Year 4 Lesson Plans

Class: Teacher: Date: Science: Insulators and conductorsLearning objective: Some materials are better conductors of

electricity than others. How to find out which materials allow electricity

to pass through them.

Previous learning: A complete circuit is needed for a device

to work.

Speaking and listening objectives: Take different roles in groups and use the language

appropriate to them, including different. Use time, resources and group members efficiently by

distributing tasks, checking progress, making back-up plans.

Differentiation ResourceStarter: Show the children a picture of a winter scene. What kind of clothing do we wear when it is cold?

Why? Introduce the concept of insulation and conduction and explain that there is a similar principle with electricity - some materials allow electricity to pass (conductor) and some materials do not (insulators).

Mixed ability groupings. Pre-teaching of relevant

vocabulary.

Circuit-making equipment. A selection of conductors

and insulators (e.g. cork, coin, paperclip, key, rubber, chalk, wood, plastic, tin foil).Vocabulary: battery, bulb, buzzer, motor, break, electrical, conductor, electrical insulator.

Main activity: Review circuits with the children. Show the children diagrams of circuits/non-circuits on the

interactive whiteboard. Encourage children to discuss whether the light will turn on in each case. Put the children into groups of three/four and assign roles within each group (time-keeper.

spokesperson, resource manager, chairperson). Give the children a selection of conductors/insulators and the necessary equipment to make a circuit. Which of the materials do the children think will be good conductors? Give the children some time to discuss this in their groups with the chairperson ensuring all group members take part and the spokesperson feeding back. How will the children know if the material is an effective conductor or not?

Now ask the children to order the conductors/insulators from good conductors to good insulators. Give the children some time to experiment with the materials and order their materials.

Bring the children back together and review their findings. Did any groups have similar results? Compare the children’s findings with their predictions. What conclusions can they take from their

experiment?Plenary: Based on their conclusions, ask the children to discuss with their talk-partner what other materials

may be good conductors/good insulators.

Assessment for learning:

Which were the best insulators/conductors? What are the properties of those materials? Which materials in the classroom have insulating/conducting properties? What else might affect the strength of light when the circuit is completed (number of bulbs; length

of wire etc).

Homework

With a parent, look at different materials in the kitchen at home and feedback to the class examples of good insulators and good conductors.

Year 4 Lesson Plans

Class: Teacher: Date: Lesson: Literacy: Narrative Unit 4 – Stories that raise issues/dilemmas, Phase 2

Learning objective: To use a range of dramatic devices to explore an issue within a text, predicting the outcome of the dilemma.

Previous learning: Pupils outlined issues and dilemmas

running throughout short story. Pupils read Danny Champion of the World

up to chapter 7, used a journal to record the issues/dilemmas faced by the main character(s) and predicted what they will do.

Speaking and listening objectives: 3f: Use different ways to help the group move forward including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.4c: Use dramatic techniques to explore characters and issues.

Differentiation ResourceStarter: Conscience Alley Recap previous learning on Danny Champion of the World. Talking Partners: What issues and dilemmas has the book

explored so far? Read start of chapter 7. Talking partners: Discuss how Danny felt before he went to sleep stating reasons - share ideas. Read to end of page 53 and discuss Danny’s fears. Talking Partners: What dilemma is Danny facing? What should he do? Create a conscience alley, pupils on either side are to persuade ‘Danny’ whether or not he should stay at home or go out

and search for his father. Chose pupil for role of Danny, ask Danny to share ideas on what he decided to do after walking down the alley. Talking

partners: What would you do in this situation and why?

Mixed ability groups of three, picture prompts for lower achieving pupils, TA/Class Teacher support.

Book: Danny Champion of the World

Vocabulary: Issues, dilemmas, improvisation, characters, script, dramaticTeach vocabulary using strategies and materials suggested in the activity template packMain activity: Continue reading page 54, what predicament does Danny have? What are his options? Discuss. Read down to page 55 - ‘the motor coughed once then started’ Create a Round Robin: Allow pupils 30 seconds independent thinking time. What thoughts would be going through Danny’s

head right now? Share ideas. Instruct children that we are going to create an improvisation of the next part of the story. Discuss what is meant by

improvisation. Does it matter that we don’t have a script? Does it matter if we don’t have the same ideas as the author? Differentiated groups of three pupils are to plan and role play the next part of the story from the moment Danny starts the

car using three characters. In the planning they should discuss ideas of what might happen to him, possible characters that might be involved and any

problems he might face along the way. Discuss acting techniques needed - body language, speech etc. Plan and rehearse improvisations.

Plenary: View improvisations and assess using two stars and a wish. Read rest of chapter 7 and compare and contrast outcomes. Talking Partners: Whose outcome was the most exciting?

Whose was the most dramatic? Assessment for learning: How well do you think you can predict Danny’s decisions? What are Danny’s motives when he makes a decision? What activities today have helped you think about Danny’s dilemmas?

Homework: Ask a parent/guardian about a time they had a dilemma.

Year 4 Lesson Plans

Class: Teacher: Date: Lesson: Maths – Problem solvingLesson objectives: Using thinking skills to problem solve, working co-operatively and communicating

Previous learning: Understanding of coin values; calculations; calculating change

Activity Differentiation ResourceStarter: 20 questions - I’m thinking of a number Children try to guess the mystery number by posing questions, trying to get to the answer before 20 questions

Individual 100 squares to cover up number eliminated

100 squares

Vocabulary: Coins, more, less, totalTeach vocabulary using strategies and materials suggested in the activity template packMain:Problem solving – activity set up Today we are learning to solve problems and work in groups together Show the

3 problems 1st challenge we have to tackle – how can we work them out with ‘no pens’?

Show children the selection of resources that are available in class – e.g. bags of coins, Sumthing beads, Unifix , picture cards (to match ‘jobs’ task), Plasticine and straws, paper and scissors, Numicon

Snowball activity In pairs – suggest ways of working out or making a picture of the problem without

writing Pairs join in 4s – share ideas 4s join in 8s and share ideas Report back – share ideas

Divide into groups of 6 Each group has a problem; more than one group can choose a given problem. The group must choose the resources they want to use to try to work out the

problem. They must talk and work together to solve the problem.

Lower achieving:using picture cards, children to solve the problem by counting the legs. Focus on securing 2/3 times table facts.

Bags of coins, coin cards Sumthing beadsUnifixPicture cards to match ‘jobs’ task Plasticine and strawsPaper and scissorsNumicon

Camera to record group working

Plenary: Make a podcast to tell what resources you used, and how you solved the

problem. Describe to the person next to you what you did to solve the problem. Feedback, self assess against lesson objectives using thumbs.

How did not being able to record in our books make this difficult- what could we use to help us set out information?

Easyspeak recorders

Homework: Take one of the other problems home to try out with your family

Resource: Problem solving

Pocket MoneyMum and dad have decided that they will give you extra pocket money for helping out at home! But the most that they will pay you is £5 per week.

Washing, drying and putting away the dishes £1.00Vacuuming the lounge £0.75Tidying and polishing the lounge £0.75Tidying, cleaning and vacuuming your bedroom £2.00Weeding the garden £1.50Cleaning the car £2.50Taking out the rubbish/bin £0.50

What is the least amount of jobs you will have to do to earn £5?What is the most amount of jobs you will have to do to earn £5?

From - www.tes.co.uk/ResourceDetail.aspx?storyCode=3007423

SpaceshipSome Tripods and Bipods flew from planet Zeno. There were at least two of each of them.Tripods have 3 legs. Bipods have 2 legs.There were 23 legs altogether

How many Bipods were there?How many Tripods were there?

From - www.edu.dudley.gov.uk

At the toy shopThe toy shop stocks tricycles and go-carts. The tricycles have 3 wheels. The go-carts have 5 wheels. Suna counted the wheels. He counted 37 altogether.How many tricycles are there?How many go-carts are there?

From - www.edu.dudley.gov.uk

Year 4 Lesson Plans

Class: Teacher: Date: Lesson: History: Tudors: Henry VIII and his 6 WivesLearning objective: To work collaboratively to find key information about the wives of Henry VIII, presenting our findings clearly to the rest of the class.

Previous learning: Locate Tudor period on a timeline Investigation of Henry VIII

Speaking and listening objectives: 3a: Make contributions relevant to the topic and take turns in discussion3f: Use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.

Activity Differentiation ResourceStarter: Hot seat Talking partners: If you could ask Henry the 8th any question what would it be? Each group to suggest a

question. Introduce hot seating with teacher in role of Henry the 8th. Each pair asks Henry the 8th the question they

thought of.

Mixed ability groupings (buddy lower achieving pupils)

differentiated research resources, e.g. fewer resources to support organisation

talking tins and prompt grid for lower achieving Visual support, picture of wives

Sentence starters to support questions to ask

Vocabulary: Background, key events, collaborate, Tudor, housing, lifestyle, entertainment, king, queen.Teach vocabulary using strategies and materials suggested in the activity template packMain activity: Jigsaw Split children into 6 differentiated groups, (Minimum 4 pupils per group). Instruct children that today they are to research an aspect of Henry VIII’s wives. What do we know already?

How many wives? What are their names? What do we want to find out? Collect ideas on the board. Establish we need to research:

Key info: born, died, place of birth etc. Family life: background, religion, parents. Marriage to King: key events.

Instruct pupils that they are to research this information from a range of sources, and that they will need to establish who is to find what information before presenting it back. Teacher to model collaborative talk.

Children are given time to research before rejoining in groups to share information, making sure each person within the group knows the key information about the wife they have researched.

Each group is to nominate a member to be hot seated by the rest of the class during plenary: pupils to discuss how they might act out these roles.

Plenary: Allow pupils time to prepare questions for each of the wives. Hot seat each wife with a question from each

group (5 questions total). Collect information about each wife in a table on the board. Did we find all the information we needed? What

was easy / difficult? What is missing?Assessment for learning: Pupils to discuss how well they met the learning outcomes and to use the checklist to self assess group working http://www.teachfind.com/national-strategies/seal-working-together-self-review-checklist

Homework: Create a top trump card for one of the wives of Henry VIII.

Year 4 Lesson PlansClass: Teacher: Date: Geography: Improving the environmentLearning objective: To create a podcast encouraging people to reuse and recycle in school and the local community.

Previous learning: Use of podium (or alternate) podcasting

software Investigation of a school environment issue -

e.g. litter

Speaking and listening objectives: 1b: Gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects]3b: Vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions

Differentiation ResourceStarter: Talking partners: List all the things you have thrown away today - create mind-map. Ask pupils what happens once we throw something in the bin - where does it go? Establish that some things can be recycled whilst others can’t - why is this? In pairs, pupils to find 5 things that can and can’t be recycled. Share answers and list on board -

circle in different colours on mind map. Look at a recycling bag from your local council to confirm what can be recycled.

Mixed ability groupings, differentiated research material

research prompts and chunking of information for lower achieving (visual and written), for example what can you recyclewhat can’t you recycle

podcast prompt sheet, offering sentence starters, narrative questions, who, where, when etc to support organisation, talking tins.

Vocabulary: Recycle, refuse, landfill, textile, metal, persuasive, environmentTeach vocabulary using strategies and materials suggested in the activity template packMain activity: Podcast Show children pictures of landfill sites. Question: Where is our closest landfill site? Would you like

to live nearby? What can we do to reduce the amount of waste that goes into these sites? What about the things

we can’t recycle? How could we reduce this waste? Discuss what is needed for a quality podcast - clear speech, good structure, concise information,

good planning etc. Split pupils into differentiated groups of three. Each group is to create a podcast promoting

recycling in either the school or local community. Discuss what we will need to do to create podcast - model/recap use of podcasting software. Pupils to cut and paste statements for them to edit and include in podcast in MS word. Allow groups

time to plan podcast and edit information found to include 3 persuasive devices.

Read fact sheet: http://www.healthyplanet.org/media/34832/lessonplany4.pdf

Literacy link: Recap persuasive techniques and collect on board (teacher to model)

Groups allowed time to visit: http://www.recyclezone.org.uk/home_iz.aspx.html to research information for podcast.

Plenary: Review podcasts Zone the classroom – agree, disagree, ‘on the fence’. Read series of statements related to

recycling, e.g. after finding out more about recycling are you more or less likely to recycle now. Discuss feelings in paired talk, choose children in each zone to justify or give reasons for why they

have that view. Self assess against lesson objectives on thumbs.

Assessment for learning: In pairs, rate the speaking and listening objectives, persuasive devices for effectiveness (1-5), and feedback to the class the one that worked the best with examples of why.

Homework: Interview parent/guardian- how could they reduce the rubbish they produce?

Year 4 Lesson PlansClass: Teacher: Date: Science: CSI Primary Learning objective: To gain evidence from a range of sources to solve a science mystery.

Previous learning: Knowledge of how to test fairly Make comparisons listing similarities and

differences

Speaking and listening objectives: 1e: Speak audibly and clearly, using spoken standard English in formal contexts3c: Qualify or justify what they think after listening to others' questions or accounts

Differentiation ResourceStarter: Introduce concept of theft of dinner money pot from school office - teacher (or other adult) in role

of police officer (use local police officer if available). Discuss: How do the police collect evidence? Children to devise questions in talk partners to ask the police officer about the crime and any

suspects they have Hot seat police officer Establish that the suspects are four adult members of the school staff (Headteacher, Midday

Supervisor, TA and Caretaker) Talking partners: What might the suspect’s motives be? What evidence could we gather to narrow

down the search?

Mixed ability groupings, cue cards for lower achieving pupils

Vocabulary: Evidence, fibre, sample, motive, sourceTeach vocabulary using strategies and materials suggested in the activity template packMain activity: CSI science Introduce evidence gained at the scene: shoe print, finger print, hair sample and fibre sample. Divide pupils into 6 groups for jigsaw activity. In groups pupils to discuss who their main suspect

is and why. Each member of the group splits to investigate their piece of evidence:

make prints of suspects shoes, view fibre and hair samples under microscope, match finger prints.

Pupils to discuss 3 similarities and 3 differences between each piece of evidence before making a match.

Pupils regroup and share findings - does all the evidence point to a single suspect?

Activity adapted from http://www.tes.co.uk/teaching-resource/Teachers-TV-Planning-the-Crime-6048925/

Plenary: The trial: groups present their findings stating possible motives and evidence gained using formal

language, teacher in role of judge. Talking partners do we have enough evidence to make an arrest? Recap formal language. Allow

pupils time to organise their findings and nominate a speaker.Assessment for learning: In pairs - What conclusions can you draw about the best ways to gather evidence? How confident are you to do this – what else do you need to do to improve? Justify your thoughts. Share some examples in the class.